Elective Physics

M I N I S T R Y O F E D U C AT I O N , S C I E N C E A N D S P O R T S
Republic of Ghana
TEACHING SYLLABUS FOR PHYSICS

(SENIOR HIGH SCHOOL)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra, Ghana.
Tel: 021-683668
021-683651
September, 2008
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RATIONALE FOR TEACHING PHYSICS
Physics, as a discipline, deals with the nature of matter and energy, their interactions and measurements. The study of Physics has had, and continues to have, a
big impact on the world community. The ideas, skills and attitudes derived from the study of the physics are being widely applied in various scientific and
technological developments. As an example, development in renewable energy is serving the world profoundly and it is hoped that it will become more available in
Ghana to complement other sources for meeting the energy needs of the country. The specific example of renewable energy is solar, that transforms in
appropriate forms such as electrical energy for operating simple equipment, and machinery, and for domestic use. The principles and applications of physics cut
across the various spectrum of everyday life activities like walking, lifting objects, seeing and taking photographs.
GENERAL AIMS
The aims of the Senior High School Physics programme are to:
i. provide, through well designed studies of experimental and practical physics, a worthwhile hands on educational experience to become well informed and
productive citizens.
ii. enable the Ghanaian society function effectively in a scientific and technological era, where many utilities require basic physics knowledge, skills and
appropriate attitudes for operations.
iii. recognise the usefulness, utilization and limitations of the scientific methods in all spheres of life.
iv. raise the awareness of inter-relationships between physics and industry, Information, and Communication Technology (ICT), Agriculture, Health and other
daily experiences.
v. develop in students, skills and attitudes that will enable them to practise science in the most efficient and cost effective way.
vi. develop in students desirable attitudes and values such as precision, honesty, objectivity, accuracy, perseverance, flexibility, curiosity and creativity.
vii. stimulate and sustain students' interest in physics as a useful tool for the transformation of society.
SCOPE OF CONTENT
This syllabus builds upon the foundation laid in the Junior High School Integrated Science at the Basic level and SHS Integrated Science. The topics have been
selected to enable the students acquire the relevant knowledge, skills and attitudes needed for tertiary level education, other institutions, apprenticeship and for
life. The syllabus embodies a wide range of activities such as projects, experiments, demonstrations and scientific inquiry skills designed to bring out the
resourcefulness and ingenuity of the physics student.
PRE-REQUISITE SKILLS AND ALLIED SUBJECTS
A good knowledge of Science and Mathematics at the Junior High School or its equivalent, and proficiency in reading and communication in English are necessary
for effective study of Physics at the Senior High School level. Students offering Physics are advised to take Chemistry and Elective Mathematics in addition.
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ORGANIZATION OF THE SYLLABUS
The syllabus has been structured to cover three years of SHS programme. Each year's work consists of a number of sections with each section comprising a
number of units. There are six main sections. These are;
SECTION ONE: MOTION, FORCES AND ENERGY

In this section, different types of motion are to be discussed. These include rectilinear motion, projectile motion, circular motion, oscillatory motion and rotational
motion. The effects of force on motion and on matter are to be discussed in this section. The nature of energy, the conversion and conservation of energy are to
be treated with special emphasis on the ways of harnessing renewable energy resources.
SECTION TWO: THERMAL PHYSICS

In this section, heat and temperature are to be discussed. The study of temperature, its measurement and the effect of temperature changes are to be discussed.
The quantity of heat given out or absorbed and the physical changes due to heat transfer are also to be discussed. Natural modes of heat transfer, with special
emphasis on related concepts of thermal conductivity and black body radiation and their applications in building heat storage for use as a thermal battery,
are to be given special emphasis. The behaviour of gases as a result of thermal energy possessed by gas molecules in random motion is to be discussed. A
special mode of heat transfer called cooling and evaporative heat transfer and its application in designing heat pipes for use in industry where cooling is
desired is given special emphasis.
SECTION THREE: WAVES

The general characteristics of wave motion including that of light and sound waves are to be discussed in this section. The nature, generation and detection of
seismic waves are to be given special emphasis. The utilization of electromagnetic waves, especially that of microwaves in communication and industry and
application of sound waves are given special emphasis. Fiber optics and lasers which have wide applications in industry and medicine are new topics introduced
in the elective physics syllabus with special emphasis on how they can be utilized.
SECTION FOUR: ELECTRIC AND MAGNETIC FIELD

Special emphasis is given to the study of magnets since magnets play a major role in instrumentation and machinery. The utilization of electromagnetic fields in
the generation and storage of electricity and in electromagnetic relay are given special emphasis in this syllabus. The phenomenon of thermoelectric effect
and its application is also to be treated in this section.
SECTION FIVE: ATOMIC AND NUCLEAR PHYSICS

The characteristics of the atom and that of the nucleus are to be discussed in this section. The concept of photoelectric effect and its applications, the x-rays and
the peaceful uses of nuclear energy are to be discussed in this section.
SECTION SIX: ELECTRONICS

From primary one to Senior High School, electronics has been introduced into Natural Science and Integrated Science with hands on activities. In this section,
another dimension of electronics is to be treated to include the characteristics and applications of semi-conductor diode and transistors in voltage stabilization,
amplification of signals and electronic switching.
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The structure of the syllabus is as follows:
STRUCTURE OF THE PHYSICS SYLLABUS
YEAR TWO YEAR THREE YEAR FOUR
Section 1 : Motion, Forces and Energy(Pg 1-6) Section 1 : Motion, Forces and Energy (Pg23-29) Section 1: Motion, Forces and Energy
Unit 1: Physical quantities……
Unit 1: Deformation of matter………
Unit 2: Kinematics ……. (pg 48)
Unit 2: Circular motion, the planets and gravity
Unit 3: Dynamics ……………. Unit 1 : Rotational motion of solid objects
Unit 3: Energy
Unit 4: Forces ……………
Unit 4: Oscillatory motion
Section 2 : Thermal Physics (Pg 7-8)

Section 2 : Thermal Physics (pg 30-32)
Unit 1: Temperature and its measurement Section 2: Thermal Physics (pg 49-50)
Unit 1 : Measurement of heat energy
Unit 2: Heat transfer Unit 1 : Gases
Section 3 : Waves (pg 9-13)

Section 3: Waves(pg 33-38) Section 3 : Waves(pg51)
Unit 1 : Reflection of light from plane and curved
mirrors Unit 1: Thin lenses and optical instruments Unit 1: Introduction to Laser
Unit 2: Refraction of light
Unit 3: Basic Fiber optics Unit 2 : Wave motion
Unit 3 : Sound
Section 4 :Electric and Magnetic Field Section 4: Electric and Magnetic Field (pg 39-42) Section 4 Electric and Magnetic Field
(pg 14-19 Unit 1 : Magnets (pg 52-54)
Unit 1 : Direct current circuit analysis Unit 2 : Electromagnetism Unit 1: Electromagnetic Induction
Unit 2: Electrostatics Unit 2: Alternating Current (A.C.) theory
Unit 3: Capacitors
Section 5 : Atomic and Nuclear Physics(pg 20) Section 5 : Atomic and Nuclear Physics
Section 5 : Atomic and Nuclear Physics(pg 43-45)
Unit 1: Models of the atom and atomic structure (pg55-56)
Unit 1 : Photoelectric effect and wave particle duality
Unit 1 : The nucleus and nuclear energy
Unit 2 : Thermionic emission, cathode rays and x-rays
Section 6: Electronics(pg 21-22) Section 6: Electronics(pg 57)

Section 6 : Electronics(pg 46-47)
Unit 1: Semi conductor P-N Junction diode Unit 1: Operational amplifiers and their
Unit 1: Bipolar Junction Transistor (BJT) and Junction
applications.
Field-Effect Transistor (JFET)
Unit 2: Digital electronics
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DURATION OF COURSE: 3 Years
PERIOD ALLOCATION PER WEEK
A total of eight periods per week is allocated to the teaching of Physics in each year, with each period consisting of forty minutes. The teaching periods are divided
as follows:
YEAR PRACTICALS THEORY TOTAL
2 3 5 8
3 3 5 8
4 3 5 8
Note : (1) Teachers should ensure that students are adequately prepared in the theory before each practical class.
(2) Teachers should also ensure that practical classes are started in SHS 2 alongside the theory classes.
SUGGESTIONS FOR TEACHING THE SYLLABUS

The syllabus is presented in a teaching sequence. However the teacher may change the teaching order in a particular year provided the linkage between the sections and the
respective units is maintained and the syllabus for the year completed by the end of each year. It is important that classroom teaching be supplemented with field trips wherever
appropriate.
Besides the above advice, the teacher’s attention is drawn to some new concepts that have been introduced in the new set of syllabuses to help improve instructional delivery and
learning. Please read this section very carefully and relate the information to your repertoire of teaching methods and skills.
New concepts in the design and use of the syllabus

General Objectives:
General Objectives have been listed at the beginning of each Section. The general objectives are a summary of the specific objectives of the various units
contained in that Section. Read the general objectives very carefully before you start teaching the section. After teaching all the units of the section, go back and
read the general objectives again to be sure you have covered the objectives adequately in the course of your teaching.
Sections and Units:

The syllabus has been planned on the basis of Sections and Units. Each year‟s work is divided into sections. A section consists of a fairly homogeneous body of
knowledge within the subject. Within each section are units. A unit consists of a more related and homogeneous body of knowledge and skills.
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Columns
The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the contents of
each column is as follows:
Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according to the linear order in
which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you branched to another unit
before coming back to the unit in the sequence, you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.1.1. These
numbers are referred to as “Syllabus Reference Numbers”. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit,
while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective 5. In other
words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.1.1 simply means Specific Objective number 1 of Unit 1
of Section 2. Using syllabus reference numbers provide an easy way for communication among teachers and other educators. It further provides an easy way for
selecting objectives for test construction. For instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 - 2.2.5. A teacher may want to base his/her test
items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectives within units and within
sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.
You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in the unit.
Each specific objective therefore starts with the following, “The student will be able to.” This in effect, means that you have to address the learning problems of
each individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of
each unit of the syllabus.
Column 3 - Content: The “content” in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular
unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In a few cases the
content space has been left blank for you to develop.
Column 4 -Teaching and Learning Activities (T/L): T/L activities that will ensure maximum student participation in the lessons are presented in column 4. Try to
avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning, and also emphasize the cognitive, affective and
psychomotor domains of knowledge in your instructional system wherever appropriate. You are encouraged to re-order the suggested teaching and learning
activities and also add to them where necessary in order to achieve optimum student learning. As we have implied already, the major purpose of teaching and
learning is to make students able to apply their knowledge in dealing with issues both in and out of school. A suggestion that will help your students acquire the
habit of analytical thinking and the capacity for applying their knowledge to problems is to begin each lesson with a practical problem. Select a practical problem for
each lesson. The selection must be made such that students can use knowledge gained in the previous lesson and other types of information not specifically
taught in class. At the beginning of a lesson, state the problem, or write the problem on the board. Let students analyze the problem, suggest solutions etc.,
criticize solutions offered, justify solutions and evaluate the worth of possible solutions. There may be a number of units where you need to re-order specific
objectives to achieve such required effects. The emphasis is to assist your students to develop analytical thinking and practical problem solving techniques.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of
oral questions, quizzes, class assignments, essays, structured questions, project work etc. Try to ask questions and set tasks and assignments that will challenge
your students to apply their knowledge to issues and problems as we have already said above, and that will engage them in developing solutions, and positive
scientific attitudes as a result of having undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are encouraged to develop
other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of each unit. For evaluation
during class lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, you take 80% as the mastery level,
ensure that each student‟s answer to questions asked in class achieve this level of mastery.
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PROFILE DIMENSIONS
A central aspect of this syllabus is the concept of profile dimensions that should be the basis for instruction and assessment. A „dimension‟ is a psychological unit
for describing a particular learning behaviour. More than one dimension constitute a profile of dimensions. A specific objective as follows: The student will be able
to describe...etc. contains an action verb “describe” that indicates what the student will be able to do after teaching and learning have taken place. Being able to
“describe” something after the instruction has been completed means that the student has acquired “knowledge”. Being able to explain, summarize, give examples
etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan, construct etc. means that the student can “apply” the
knowledge acquired in some new context. You will note that each of the specific objectives in this syllabus contains an “action verb” that describes the behaviour
the student will be able to demonstrate after the instruction. “Knowledge”, “Application” etc. are dimensions that should be the prime focus of teaching and learning
in schools. Instruction in most cases has tended to stress knowledge acquisition to the detriment of other higher level behaviours such as application, analysis etc.
We are therefore attempting in this syllabus and in all others, to move teaching and learning from the didactic acquisition of “knowledge” to a new position where
students will be able to apply their knowledge, develop analytical thinking skills, synthesize information, and use their knowledge in a variety of ways to deal with
learning problems, and with problems and issues in their lives. The new type of education simply aims at producing problem solving persons. Each action verb
indicates the underlying profile dimension of each particular specific objective. Read each objective carefully to know the profile dimension toward which you have
to teach.
Lastly, please bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of work and
lesson plans for teaching the units of this syllabus.
DEFINITION OF PROFILE DIMENSIONS
As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Physics, the three profile dimensions that have
been specified for teaching, learning and testing are:
Knowledge and Comprehension 30%

Application of Knowledge 40%
Scientific Inquiry Skills 30%
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the
dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. The focus of this syllabus is to get students
not only to acquire knowledge but also be able to understand what they have learnt and apply them practically. Combining the three dimensions in your teaching
will ensure that Physics is taught not only at the factual knowledge level but that students will also acquire the ability to apply scientific knowledge to issues and
problems, and will also acquire the capacity for practical and experimental skills that are needed for scientific problem solving. The explanation of the dimensions
and the key action verbs associated with each profile dimension are as follows:
Knowledge and Comprehension (KC)
Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to remember or recall material already
learned and constitutes the lowest level of learning.
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Comprehension The ability to:
explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Application of Knowledge (AK)
The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension
“Application of Knowledge” is a summary dimension for all four learning levels. Details of each of the four sub levels are as follows:
Application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar.
It also involves the ability to produce, solve, operate, plan, demonstrate, discover etc.
Analysis The ability to:

break down a piece of material into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points
etc., recognize unstated assumptions and logical fallacies, recognize inferences from facts etc. Analytical ability underlies discriminant
thinking.
Synthesis The ability to:

put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest (an idea, possible ways),
plan, revise, design, organize, create, and generate new ideas and solutions. Ability to synthesize underlies convergent thinking.
Evaluation The ability to:

appraise, compare features of different things and make comments or judgement, contrast, criticize, justify, support, discuss, conclude,
make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.
A number of examination questions at the secondary school level begin with the word “Discuss”. Discuss belongs to the evaluation thinking skill and implies the
ability to analyze, compare, contrast, make a judgement etc. The word “discuss” asks for a variety of thinking skills and is obviously a higher order thinking
behaviour. Students consequently do poorly on examination questions that start with “Discuss”. For this reason, and also for the reason that discussion of issues,
discussion of reports etc., are some of the major intellectual activities students will be engaged in, in work situations and at higher levels of learning after they have
left secondary school, it will be very helpful if you would emphasize discussion questions etc. both in class and in the tests you set.
You will note from the above that evaluation is generally the highest form of thinking and learning skill and is therefore the most important behaviour. This, as
implied already, accounts for the poor performance of students and people generally on tasks that call for evaluative thinking. Give your students lots of exercises
to do evaluative thinking.
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SCIENTIFIC INQUIRY SKILLS (SIS)
The Scientific Inquiry Skills involve the demonstration of the inquiry processes in science and refer to skills in planning and designing of experiments, observation,
manipulation, classification, drawing, measurement, interpretation, recording, reporting, and conduct in the laboratory/field. Scientific inquiry skills refer to the
psychomotor domain.
A summary of the Scientific Inquiry Skills (Sis) required for effective practical and experimental work are the following:
1. Make observation, raise questions and formulate hypothesis.

2. Design and conduct investigations.
3. Analyze and interpret results of scientific investigations
4. Communicate and apply the results of scientific investigation
SIS 1 Make observation, raise questions and formulate hypothesis.

The students should be able to:
 Observe the world around them from a scientific perspective.
 Pose questions and form hypothesis based on personal observation, scientific articles, experiments and knowledge.
 Read, interpret and examine the credibility and validity of scientific claims in different sources of information such as scientific articles, advertisements or
media stories.
SIS 2 Design and conduct investigations.

 Articulate and explain the major concepts being investigated and the purpose of an investigation.
 Select required materials, equipment and conditions for conducting an experiment.
 Identify independent and dependent variables.
 Write procedures that are clear and replicable.
 Employ appropriate methods for accurately and consistently
- making observations
- making and recording measurements at an appropriate level of position
- collecting data in an organized way.
 Properly use instruments, equipment and materials (such as scales, metre rule, stop watches) including: set-up, calculation
(if required)technique, maintenance and storage.
 Follow safety guidelines
SIS 3 Analyze and interpret results of scientific investigations.

 Present relationships between variables in appropriate forms:
- represent data and relationships between variables in charts and graphs
- use appropriate technology and other tools
 Use mathematical operations to analyze and interpret data results.
 Identify reasons for inconsistent results, such as sources of error or uncontrolled conditions, and access the reliability of data.
 Use results of an experiment to develop a conclusion to an investigation that addresses the initial questions and supports or refutes the stated hypothesis.
 State questions raised by an experiment that may require further investigation.
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SIS 4 Communicate and apply the results of scientific investigation
 Develop descriptions and explanations of scientific concepts that an investigation focuses on.
 Review information, explain statistical analysis and summarize data, collected and analyzed from an investigation.
 Explain diagrams and charts that represente relationships of variables.
 Construct a reasoned argument and respond appropriately to critical comments and questions.
 Use language and vocabulary appropriately: speak clearly and logically and use appropriate technology and other tools to present findings.
 Use and refine scientific models that stimulate physical processes or phenomena.
ATTITUDES: For success in any endeavour, the individual needs to cultivate attitudes relevant to that area of endeavour. The learning of Physics should aim at
acquisition of the following attitudes by students:
i. Curiosity: the inclination or feeling toward seeking informing about how things work in a variety of fields
ii. Perseverance : the ability to continuously pursue an investigation until results are achieved.
iii. Flexibility in ideas : tolerance and willingness to change opinion in the face of more plausible evidence.
iv. Respect for evidence : willingness to collect and use data in one's investigation and also have respect for data collected
by others and respect for the scientific conclusions others have arrived at.
v. Reflection : the habit of critically reviewing ways in which an investigation has been carried out to see possible
faults and other ways in which the investigation could be improved upon.
The action verbs and the definitions provided in the explanations of the three profile dimensions should help you to structure your teaching such as to achieve the
effects needed. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use the action verbs also in
writing your test questions. This will ensure that you give your students the chance to develop good thinking skills, and the capacity for excellent performance in
Integrated Science and in examinations. Check the weights of the profile dimensions to ensure that you have given the required emphasis to each of the
dimensions in your teaching and assessment.
FORM OF ASSESSMENT
It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment
procedures, try to select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective
in the syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a
representative sample of the specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the
objectives taught in a term, in a year etc. The assessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way that it will
consist of a sample of the important objectives taught over a period.
The example given on page 3 xi and xii shows an examination consisting of three papers, Paper 1, Paper 2, Paper 3 and School Based Assessment. Paper 1 will
usually be an objective-type paper; Paper 2 will consist of structured questions or essay questions, essentially testing “Application of Knowledge”, but also
consisting of some questions on “Knowledge and Understanding”. Paper 3 will be the practical test paper, and School Based Assessment will be based on all
three dimensions as indicated. The distribution of marks for the objective test items, essay type questions and the practical questions in the three papers and in the
School Based Assessment should be in line with the weights of the profile dimensions already indicated and as shown in the last column of the table.
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SCHEME OF WEST AFRICAN SCHOOL CERTIFICATE (WASSCE) EXAMINATION
There will be two papers both of which must be taken for a total mark of 160.
PAPER 1 (50 marks)
It will be a practical test lasting 2 ¾ hours comprising three questions out of which candidates will be expected to answer any two to secure the maximum mark of
50. Each question of this paper will have two parts: A and B.
i. Part A will be an experiment for 21 marks. Candidates will be required to state the precautions taken in the experiment during the examination and the
reason for taking such precautions.
ii. Part B will consist of two structured questions that are related to the experiment for 4 marks.
PAPER 2 : (110 marks)
It will consist of two sections A and B and will last for 2 ¾ hours.
Section A will comprise 50 multiple choice objective questions drawn from common areas (i.e. area common to all Member Countries) of the syllabus. It will
last for 1¼ hours for 50 marks.
Section B will last for 1½ hours and will comprise of two parts, I and II.
Part I. will consists of ten short structured questions drawn from the portions of the syllabus peculiar to Ghana.
Candidates will be expected to answer five questions for 15 marks.
Part II. will comprise five essay type questions drawn from the common areas of the syllabus. Candidates will answer three
questions for 45 marks.
PAPER 3 (50 marks)

It will be alternative to Paper 1 for private candidates. It will be a test of practical work lasting 2 ¾ hours for 50 marks.
Paper 1 will be the Practical Test Paper
Paper 2A will be an objective type paper
Paper 2B will consist of structured questions or essay questions, essentially testing Application of Knowledge but also consisting of some questions on Knowledge
and Understanding.
School Based Assessment will be based on all three dimensions as indicated. The distribution of marks for the objective test items, essay type questions and practical question in
the three papers and in the School Based Assessment should be in line with the weights of the profile dimensions indicated and as shown in the last column of the table that
follows:
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PAPER 3 ALTERNATIVE TO PRACTICAL TEST will consist of 3 practical questions and students are required to answer any two questions. In the
examination structure which follows, Paper 1 is marked out of 50. Paper 2A is marked out of 50. Paper 2B is marked out of 60, Paper 3 is marked out of 50, and
School Based Assessment is allotted 68 marks, giving a total of 200 marks. The last row shows the weight of the marks allocated to each of the four test
components. The three papers are weighted differently. Paper 2 is a more intellectually demanding paper and is therefore weighted more than Papers 1 and 3.
DISTRIBUTION OF EXAMINATION PAPER WEIGHTS AND MARKS

DIMENSIONS PAPER 1 PAPER 2 SCHOOL BASED TOTAL % WEIGHT
ASSESSMENT MARKS OF
1A 1B DIMENSION
Knowledge and Comprehension - 10 40 20 70 30
Application of Knowledge - 40 20 30 90 40
Scientific Inquiry Skills 50 - - 20 70 30
Total Marks 50 50 60 68 230 -
% Contribution of Papers 22 48 30 - 100
You will note that Paper 1 has a contribution of 22% to the total marks; Paper 2 has a contribution of 48% to the total marks; and School Based Assessment has a contribution of
30% the total marks. The numbers in the cells indicate the marks to be allocated to the items/questions that test each of the dimensions within the respective test papers.
The last but one column shows the total marks allocated to each of the dimensions. Note that the numbers in this column are additions of the numbers in the cells and they agree
with the profile dimension weight indicated in the last column.
Of the total marks of 228, 90 marks (equivalent to 40% of the total marks), are allocated to Knowledge and Comprehension. 69 marks, equivalent to 30% of the total marks are
allocated to each of Application of Knowledge and Scientific Inquiry skills. The weight of each of the three dimensions are indicated in the last column. of the table. The ratio of
theory to practical in physics is 70:30.
Item Bank: Obviously the structure of assessment recommended in this syllabus will need a lot of work on the part of the teacher. In preparation for setting
examination papers, try to develop an item bank. The term “item bank” is a general term for a pool of objective items, a pool of essay questions or a pool of
practical test questions. As you teach the subject, try to write objective test items, essay questions, structured essay questions and practical test questions to fit
selected specific objectives which you consider important to be tested. If you proceed diligently, you will realize you have written more than 100 objective test
items, and more than 30 essay questions in a space of one year. Randomly select from the item bank to compose the test papers. Select with replacement.
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This means, as items/questions are selected for testing, new ones have to be written to replace those items/questions already used in examinations. Items and
questions that have been used in examinations may also be modified and stored in the item bank. An important issue in the preparation for a major examination
such as the WASSCE, is the issue of test wise ness. To be test wise means that the student knows the mechanics for taking a test. These mechanics include
writing your index number and other particulars accurately and quickly on the answer paper; reading all questions before selecting the best questions to answer;
apportioning equal time to each question or spending more time on questions that carry more marks; making notes on each question attempted before writing the
answer; leaving extra time to read over one‟s work; finally checking to see that the personal particulars supplied on the answer sheet are accurate. Some good
students sometimes fail to do well in major examinations because of weakness in the mechanics of test taking; because they are not test wise. Take your students
through these necessary mechanics so that their performance in major examinations may not be flawed by the slightest weakness in test taking.
GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for assigning
grades on students‟ test results.
Grade A: 80 - 100% - Excellent

Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Pass
Grade E: 35 - 44% - Weak
Grade F: ≤ 34% - Very weak
In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, consists of the points for the best answer
you expect for each question, and the mark allocated for each point raised by the student as well as the total marks for the question. For instance, if a question
carries 20 marks, and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the
student) to each point , hence totaling 18 marks, and then give the remaining 2 marks or part of it for organization of answer. For objective test papers you may
develop an answer key to speed up the marking.
In assigning grades to students‟ test results, you may apply the above grade boundaries and the descriptors which indicate the meaning of each grade. The grade
boundaries are also referred to as grade cut-off scores. For instance, the grade cut-off score for a B grade is 70% in the example. When you adopt a fixed cut-off
score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must make a specified score to be
awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very useful system for grading
achievement tests.
xiii
GUIDELINES FOR SCHOOL BASED ASSESSMENT
The different components of School Based Assessment may be grouped as follows: projects, class tests, homework, terminal test and assessment of laboratory
and field work. Important considerations in each of the above School Based Assessment components are as follows:
1. Laboratory Work:
Students will be required to keep laboratory notebook. It is of utmost importance that records be neatly and accurately kept by both student and teacher.
2. Home Work: This is an assignment to be completed within a day or a couple of days. Homework may consist of essays, summaries, and
other problems to be solved.
3. Class Tests: These will essentially consist of written assignments.
4. Projects/Field Work: These are tasks assigned to students to be completed over an extended time.
These will involve the following:

i) practical work
ii) experiment
iii) investigative study (including case study)
A report must be written for each project undertaken.
5. Terminal Examination: A terminal examination is a summative evaluation method for assessing the subject content, skills and the profile dimensions
taught. In developing the terminal test, please ensure that the test will have high content validity.
xiv
SENIOR HIGH SCHOOL – YEAR 2
SECTION 1
MOTION, FORCES AND ENERGY
General Objective: The student will

1. appreciate the importance of making accurate measurements of physical quantities and their applications in science and technology.
2. recognize the various types of motion and the laws which govern them and their applications.
3. recognize the various forms in which forces affect the state of a body and their applications.
4. appreciate the various forms of energy and energy resources and the ways to harness the renewable sources of energy.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
UNIT 1 The student will be able to: Let students:
PHYSICAL 1.1.1 distinguish between Basic (Fundamental) discuss the basic (fundamental) and derived quantities List five basic and
QUANTITIES basic (fundamental) Quantities. and their corresponding S. I. units. six derived
and derived physical quantities and their
quantities and their Derived Quantities. corresponding S.I
units. units.
1.1.2 measure with various Measuring Instruments: discuss the use of the under listed measuring Compare the
measuring metre rule, vernier instruments: accuracy in
instruments. calliper,micrometer screw i. a metre rule. measuring the
gauge, beam balance, spring ii. vernier callipers. diameter of a wire
balance, stop watches/clocks iii. micrometer screw gauge. with micrometer
(digital and analogue). iv. beam balance, electronic balance and spring screw gauge and
balance. vernier callipers.
v. stopwatches/ clocks.
- discuss the relationship between period and frequency.
- take accurate measurements of selected objects using
each of the instruments listed in the Content.
1.1.3 explain uses of Dimensional analysis and its use dimensions to verify the dimensional correctness of What are the
dimensional analysis uses in physics. a given equation. dimensions of the
in terms of the following physical
relationship between use dimensional analysis to derive the relationship quantities: force,
basic and derived between quantities. density, pressure,
quantities. work and power?
PHYSICAL
QUANTITIES 1.1.4 identify scalars and Scalar and vector quantities. - discuss scalar and vector quantities.
(CONT’D) vectors from a list of - use force board to determine the resultant of two forces.
physical quantities. Vector representation. - determine the resultant of two vectors by graphical
method and by calculation.
Addition and resolution of
vectors.
UNIT 2
KINEMATICS 1.2.1 list and describe the Types of motion: rectilinear, - demonstrate the different types of motion such as the
various types of circular, spin, rotational, following;
motion. oscillatory, random and i. tie a pendulum bob and whirl in a circle
translational motions. ii. use pendulum to demonstrate oscillatory motion.
1.2.2 distinguish between Distance, displacement, - discuss using appropriate examples to distinguish
distance and speed, velocity, acceleration, between various types of motion: distance,
displacement, speed uniform velocity, instantaneous displacement, speed, velocity, acceleration, uniform
and velocity, velocity and average velocity. velocity, instantaneous velocity and average velocity.
average velocity and - measure displacement, velocity,
instantaneous and acceleration of a moving object.
velocity.
1.2.3 derive the equations Equations of uniformly - derive equations of uniformly accelerated motion. A bus starts from rest
of uniformly accelerated motion. - use equations to solve problems of uniformly and accelerates
-2
accelerated accelerated motion. uniformly at 2ms for
motion. Motion of free fall due to - discuss motion of free fall due to gravity. 10s. It maintains the
gravity. maximum speed
attained for further
10s and decelerates
-2
at 1ms gradually to
rest. Find
a. the maximum
velocity attained
b. the time taken
c. the total distance
covered
d. the average
velocity.
2
KINEMATICS 1.2.4 interpret graphical Displacement-time graph, - draw and interpret graphs to illustrate uniformly Use velocity-time graph to
(CONT’D) representations of velocity-time graph. accelerated motion. illustrate accelerated
linear motion. - use displacement -time graphs to determine velocity. motion.
- use velocity-time graph to determine:
i. distance covered
ii. acceleration
iii.the instantaneous velocity at a given time.
1.2.5 investigate the motion Plotting of a -observe the motion of a battery-powered toy car moving in
of a battery-powered displacement- time graph. a straight line. Make measurement of distances in some
toy car. time intervals. Draw a displacement-time graph. Repeat
for different surfaces. Analyze the motion and draw
conclusions. Present a report.
NOTE: observe students go through the skills of observing,

measuring time and distance, collecting data, interpreting
data, inferring, communicating and drawing conclusions.
-1
1.2.6 explain the concept of Relative velocity. - discuss the concept of relative velocity. A car moves at 30ms
relative velocity. - use the concept of relative velocity to explain the motion whiles the velocity of a bus
-1
between two vehicles moving in: is 40ms . Find the velocity
i. them same direction of the bus relative to the
ii. opposite directions car when the two vehicles
iii. perpendicular direction. are moving
i. in the same direction
ii. in opposite directions
iii. in perpendicular
directions.
1.2.7 describe the motion Projectile motion - discuss the motion of a projectile. The horizontal range, R of a
of a projectile. - horizontal range projectile is given by the
- maximum height equation
u 2 sin 2θ
R
g
i. What does  in the
equation represent?
ii. For what value of 
would R be maximum?
3
Newton‟s Laws of motion. - discuss the Newton‟s laws of motion and relate them to State Newton‟s laws of
DYNAMICS 1.3.1 state Newton‟s three
practical examples such as the reaction of passengers motion and deduce the
laws of motion and
Inertia. when a car suddenly stops or moves. expression F = ma
explain the concept of
- explain the concept of Inertia.
inertia.
Force. - brainstorm to bring out the meaning of force. A car of mass 2000kg is
1.3.2 explain force and -²
- use Newton‟s laws of motion to derive an expression for accelerating at 2ms .
relate force to
Momentum. force. What force is exerted by the
momentum and
- explain the term Impulse. engine?
acceleration.
Impulse of a force.
Conservation of linear - discuss the law of conservation of linear momentum. Explain why the police insist
1.3.3 explain the concept of
momentum. - discuss the recoil of a toy gun when fired. that passengers should
conservation of linear
- use a timing device and trolley to verify the law of wear seat belts when cars
momentum.
conservation of momentum.. are in motion.
Elastic and inelastic - discuss elastic and inelastic collisions. The discussion
1.3.4 Differentiate between A bullet of mass 20g is fired
collisions. should include perfectly elastic and perfectly inelastic
elastic and inelastic horizontally into a
collisions.
collisions. suspended wooden block of
Note: stress that for a perfectly elastic collision the
mass 180g with a velocity of
relative speed of approaching objects is equal to the -1
100ms . Calculate the
relative speed of their separation.
common velocity with which
the embedded wooden
block moves.
4
FORCES 1.4.1 distinguish between Types of forces: Discuss contact forces and field forces. Differentiate between
different types of -contact forces contact forces and field
forces. -field forces forces.
1.4.2 describe different Types and effects of - discuss the effect of forces on objects in motion using List any six different types
types of forces and forces (torsional, shear, relevant examples. of forces.
how they affect the frictional, tensile,
state of a body. compressional). Describe the forces
involved in the following
i. grating cassava
ii. blending of vegetables
iii. weaving a sisal rope .
1.4.3 define friction and Friction - brainstorm to bring out the meaning of friction.
explain the laws of Laws of friction - discuss the laws of friction. (The discussion should
friction. Coefficient of static and include the coefficient of static and dynamic friction).
dynamic friction. - discuss the methods by which friction can be reduced.
1.4.4 explain viscosity and Viscosity. - brainstorm to bring out the meaning of viscosity.
the coefficient of - discuss the coefficient of viscosity in terms of frictional
viscosity. Coefficient of viscosity. force and velocity gradient.
1.4.5 explain terminal Terminal velocity - discuss the term terminal velocity.
velocity and compare Stoke‟s law. - discuss the forces acting on an object at terminal
the viscosities of Comparison of viscosities velocity.
different types of of various liquids. - determine the time of movement of a given stone in
fluids. different liquids.
1.4.6 explain surface Surface tension. - explain surface tension in terms of intermolecular forces. a. What is surface
tension - demonstrate surface tension. tension?
b. state two methods by
which the surface
tension of a liquid can
be reduced.
5
UNIT 4 (CONT’D) The student will be able to: Let students:
FORCES 1.4.7 describe the Turning effect of forces. - discuss the turning effect of forces.
moment of a force - demonstrate how to find the centre of gravity of a
in terms of its lamina.
turning effects.
1.4.8 demonstrate the Principle of moments. - discuss the moment of a force about a point. A uniform metre rule is
principle of - discuss the principle of moments. balanced by hanging a 30g
moments of a body - verify the principle of moments using a lever and mass at 90cm mark. If the
in equilibrium. standard masses. pivot is at the 30cm mark,
calculate the mass of the
- discuss the conditions necessary for a body to be in metre rule.
equilibrium .
a. State the principle of

moments.
b. A load of 200g is placed
at the 10cm mark of a
uniform metre rule and
balances with the pivot at
the 35cm mark. Calculate
the mass of the rule.
1.4.9 determine the Application of the principle of - design and carry out an experiment to determine the
relative density of a moments. relative density of a metal. Indicate the applications of
metal using the the principle of moments. Present a report.
principle of
moments. NOTE: encourage students to demonstrate the
following inquiry skills: designing experiments,
measuring, observing, controlling variables, collecting
data, interpreting data, communicating and drawing
conclusions.
6
SENIOR HIGH SCHOOL- YEAR 2
SECTION 2
THERMAL PHYSICS
General Objectives: The student will
1. understand the concept of heat, its relationship with temperature and its effects on substances.
2. appreciate the principles involved in the measurement of temperature.
3. recognise heat as a form of energy and how it can be measured and stored.
4. be aware of the various modes of heat transfer.
UNIT 1 The students will be able to: Let students:
TEMPERATURE AND 2.1.1 explain Temperature. - discuss to bring out the meaning of the concept of Distinguish between heat and
ITS MEASUREMENT temperature temperature. temperature.
and heat. Heat.
- discuss to distinguish between heat and
temperature.
2.1.2 outline the steps Thermometric property. - discuss thermometric property and associated
and principles characteristics.
involved in the
measurement of Temperature scales: - discuss the Celsius, Fahrenheit and Kelvin scales
temperature. (Celsius, Fahrenheit and of temperature and the relation between them.
Kelvin scales).
- discuss the processes involved in establishing the
Celsius scale and the Kelvin scale.
Upper and lower fixed - Carry out activities to demonstrate the lower and Describe how you would
points. upper fixed points in the measurement of determine the upper fixed point
temperature. of a liquid-in-glass
thermometer.
7
UNIT 1 (COND’T) The students will be able to: Let students:

TEMPERATURE AND
ITS MEASUREMENT 2.1.3 describe the Types of thermometers: - discuss the main features, uses and limitations of State four advantages that
features and uses Liquid-in-glass thermometer, the listed thermometers. mercury has over alcohol as a
of different types of Resistance thermometer, thermometric liquid.
thermometers. Thermocouple,
Constant volume gas
thermometer,
Pyrometer.
2.1.4 analyse the effect of Thermal expansion. - discuss what happens in a substance undergoing The length of a liquid column in
temperature change temperature change. a glass tube reads 2cm, 25cm
on the dimensions Types of expansivity: linear, - discuss the anomalous expansion of water. and 15cm respectively if the
of substances. area and volumetric. - determine linear, area and volumetric expansivity. bulb is placed in ice, steam
and hot liquid. Calculate the
temperature of the hot liquid.
Explain the anomalous

expansion of water.
a. Define linear expansivity.

b. A metal rod of length 40cm
0
and of temperature 30 C is
0
heated to 105 C. Calculate
the increase in length of the
rod. Linear expansivity
-5 -1
of the metal is 4.0x10 K ,
8
SECTION 3
WAVES
1. understand that waves transmit energy as they travel through media or vacuum.
2. become aware of the properties and transmission of light in various media and their applications.
3. appreciate the principles underlying the production, transmission and applications of sound.
UNIT 1 The students will be able to: Let students:
REFLECTION OF 3.1.1 describe reflection of light Reflection of light from plane - discuss reflection of light from plane surfaces. Use optical diagram to locate
LIGHT FROM from plane surfaces. surfaces. - trace the path of a ray reflected from the surface the image of a point object in
PLANE AND of a plane mirror using optical pins and measure a plane mirror.
CURVED MIRRORS. angle of incidence (i) and angle reflection (r).
3.1.2 state and verify the laws Laws of reflection. - discuss the laws of reflection.
of reflection. - discuss regular and irregular reflection.
3.1.3 locate and describe the Image formed in a plane - discuss the characteristics of image formed in Find the number of images
image formed in a plane mirror. the plane mirror. formed by an object placed
mirror and its - construct a periscope and kaleidoscope and between two plane mirrors
0.
characteristics. discuss their applications. inclined at 30
360
- discuss the general formula . n 
θ
Where n = total number of images seen in two
mirrors inclined at an angle θ.
9
UNIT 1 (CONT’D) The students will be able to: Let students:
REFLECTION OF 3.1.4 distinguish between Converging mirrors and - observe and discuss diverging and converging How many images are
LIGHT FROM diverging and converging diverging mirrors. mirrors as segments of a hollow sphere. formed in two parallel
PLANE AND mirrors. (Spherical mirrors). mirrors.
CURVED
MIRRORS.
3.1.5 trace light rays to locate Formation of images in - use ray box or optical pins to determine the compare converging and
the positions of the spherical mirror and their position and characteristics of images formed in diverging mirrors in terms
images formed by characteristics. spherical mirrors. of :
spherical mirrors and - use mirror formula and magnification formula to i. image formation.
describe their characteristics. solve simple problems . ii. magnification.
3.1.6 determine the focal length Determination of the focal - perform an experiment to determine the focal An object is placed 20cm
of a converging mirror. length of a converging mirror. length of converging mirror using any in front of a converging
appropriate method. Present a report on your mirror of focal length
work. 15cm.Determine the
position of the image.
NOTE: observe students go through the skills of
observing, measuring, controlling variables,
collecting data, interpreting data, communicating
and drawing conclusions.
3.1.7 explain the uses of Uses of spherical mirrors. - discuss the uses of spherical mirrors with
spherical mirrors. examples.
10
REFRACTION OF 3.2.1 state the laws of refraction. Refraction at plane - discuss the concept of refraction and the terms
LIGHT surfaces. used.
Laws of refraction. - discuss the laws of refraction.
3.2.2 explain refractive index. Refractive Index. - discuss refractive index. In an experiment to
- trace rays through a rectangular prism. determine the refractive
- measure and compare the angle of incidence index of a glass in the form
and the angle of refraction. of a rectangular prism, the
- relate lateral displacement to the angle of angle of incidence, and the
0
incidence and angle of refraction. angle of refraction were 30
0
- discuss refractive index in terms of real and and 19.5 respectively.
apparent depth. Determine the refractive
- discuss refractive index in terms of the speed index of the material of the
of light in different media. glass.
3.2.3 design and carry out an Determination of the - perform an experiment to determine the One method of determining
experiment to determine refractive index of glass. refractive index of substances (e.g. glass block, the refractive index of a
the refractive index of water) using appropriate methods. Present a transparent solid is to
glass. report on your work. measure the critical angle
when the solid is in air. If
NOTE: observe students go through the following the critical angle is found to
0
inquiry skills: designing experiments, measuring, be 40.5 . What is the
collecting data, interpreting data, controlling refractive index of the
variables, communicating and drawing conclusion. solid?
11
REFRACTION OF 3.2.4 trace rays of light through Refraction through triangular - discuss the path of rays of light through a
LIGHT a triangular prism to prism. triangular prism.
determine its refractive - angle of the prism (A) - use appropriate graph to show the relationship
index. - angle of incidence (i) between the measured angles and deduce the
- angle of refraction ( r) minimum deviation.
- angle of emergence (e)
- angle of deviation (D) - Perform an experiment to determine the
refractive index of a triangular prism using
appropriate methods. Present a report on your
work.
 A  D min 
Sin  NOTE: observe students go through the following
 2  inquiry skills: measuring, collecting data, interpreting
n
 
A data, controlling variables, communicating and
Sin  drawing conclusions.
2
3.2.5 explain the concepts Critical angle (C) and total -discuss critical angle and total internal reflection. Explain the following terms:
critical angle and total internal reflection(n). -perform an experiment to determine critical angle, (i) critical angle
internal reflection. 1 and show total internal reflection. (ii) total internal reflection.
n
Sin C
Applications of total internal - discuss some applications of total internal reflection.

3.2.6 describe some
applications of total reflection:
internal reflection. refracting prism, binoculars,
mirage.
12
BASIC FIBER 3.3.1 explain the concept of Fiber optics. - discuss what is meant by fiber optics.
OPTICS fiber optics.
3.3.2 describe an optical fiber Optical fiber: - discuss an optical fiber.

and the principle of its  Structure. Draw the cross section of an optical fiber showing the
operation.  Mode of operation. core, cladding layer, buffer layer and the jacket.
Discuss the principle of operation of an optical fiber. Explain what is meant by

fiber optics and outline the
principle involved in
transmission of light using
optical fiber.
3.3.3 demonstrate the Demonstration of light Perform an experiment to demonstrate the use of
efficient transmission of transmission through an optical fiber to transmit light
light through an optical optical fiber.
fiber NOTE: You may use the following materials in
setting up the experiment.
(i) triangular glass prism
(ii) white light source (white LED)
(iii) a length of optical fiber cable
(iv) a screen made of roughened surface of one
side of a transparent perspex or milk perspex
sheet.
Design a set up to investigate the transmission of
light through the optical fiber.
Present a report on your work.
NOTE: observe students go through the following

inquiry skills: designing experiments, observing,
collecting data, interpreting data, communicating and
drawing conclusion.
3.3.4 describe the Applications of fiber optics. - discuss the applications of fiber optics in areas Outline three applications of
applications of fiber such as communication, e.g. Local Area Networks fiber optics.
optics. (LANs), medicine, sensing devices, carrying laser
beams.
13
SECTION 4
ELECTRIC AND MAGNETIC FIELD
1. be aware that electrical charges can be stored in electrostatic field.

2. understand the laws governing direct current circuits and their applications.
3. appreciate the nature and properties of magnets and their applications.
4. recognise the effects of electromagnetic fields on conductors and current-carrying conductors.
DIRECT CURRENT 4.1.1 list and describe Sources of electricity: - discuss different sources of electricity. (a) What is
CIRCUIT ANALYSIS sources of Primary and Secondary cells, - discuss the limitations in the applications of each i Polarization,
electricity. Generators, solar cells, fuel cells. source. ii Local action, as applied to
Thermoelectric effect. - discuss the concept of internal resistance of a primary cells?
voltage source. iii. Explain how polarization
and local action can be
minimized
4.1.2 apply Application of thermoelectric design a thermocouple and indicate the reference Describe how an
thermoelectric effect. cold and hot junctions.. Make the necessary accumulator is charged.
effect to generate measurements of output voltage and the temperature
electric power. difference between the junctions. Investigate how the
output e.m.f can be increased.
NOTE: Assist students to acquire the following

scientific inquiry skills: measuring, collecting data,
interpreting data, problem solving, communicating
14
UNIT1 (CONT’D) The student will be able to: Let students:
DIRECT CURRENT 4.1.3 state Ohm‟s law and - Ohm‟s law - discuss Ohm‟s law. (a) define resistivity.
CIRCUIT ANALYSIS explain the factors that - Experiment to - perform an experiment to verify Ohm‟s law. (b) calculate the resistance
affect the resistance of demonstrate ohm‟s law. Present a report on your work. of a 2m wire with diameter
a conductor. 0.5mm and resistivity
-7
NOTE: Assist students to acquire the skills of 1.5x10 Ωm.
measuring, collecting data, controlling variables,
interpreting data, communicating and drawing
conclusions.
Factors that affect - discuss the factors that affect the resistance of a
resistance of canducter. conductor.
- discuss resistivity.
- discuss the temperature co-efficient of resistance

- Resistivity. of a wire.
- Temperature co-efficient - discuss thermistors as temperature dependent

of resistance. resistors and their uses.
4.1.4 determine the effective - Thermistors. - derive expressions for resistances in series and
resistance of resistors in Resistors in series and parallel.
a circuit. parallel. - arrange resistors in series and parallel and
measure the effective resistance. Compare with
Potential divider. calculated values.
- discuss the use of potential divider.
Colour code.
- classify resistors according to their magnitude A resistor has a colour code
using colour code. of green, blue, red and silver
in that order. Find the
resistance of the resistor.
4.1.5 describe the Measurement of d.c. discuss the concept of input resistance in electrical Which instrument will you
measurement of d.c. voltage. voltage measurements. use to measure a very high
voltage across high Measure the d.c. voltages across a range of resistance, a digital or
resistances. resistances up to 500 KΩ using analogue and digital analogue voltmeter? Give
voltmeters Compare the results obtained with each reasons for your answer.
instrument with the calculated values using the
potential divider principle.
15
UNIT
SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
DIRECT CURRENT 4.1.6 state Kirchhoff‟s laws of Kirchhoff‟s laws of electrical - discuss Kirchhoff‟s laws and illustrate the laws with State Kirchhoff‟s laws. Draw
CIRCUIT ANALYSIS electrical network and network. appropriate diagrams. diagrams to illustrate them.
explain them.
4.1.7 describe and explain Experiment using metre - describe the metre bridge and derive the balanced
the uses of a metre bridge to determine: bridge equation.
bridge. - resistance - Mention should be made of the Wheatstone
- resistivity bridge
- temperature - Perform experiments using metre bridge to
coefficient of resistance determine
(i) resistance
Metre bridge and its uses. (ii) resistivity
(iii) temperature coefficient of resistance.

observing, measuring, controlling variables, collecting
conclusions.
4.1.8 perform an experiment - Experiment using - discuss the principle of a potentiometer.

to demonstrate the uses Potentiometer - discuss the applications of a potentiometer as a
and principles of a - Principles of a variable potential divider.
potentiometer. potentiometer
- Applications of a Perform an experiment to determine the internal
potentiometer resistance of a cell using the potentiometer. Present
a report on your work.

scientific inquiry skills: observing, measuring,
controlling variables, collecting data, interpreting
data, drawing conclusions and communicating result.
16
ELECTROSTATICS 4.2.1 classify materials as Conductors, insulators, and - discuss the properties of conductors, insulators, Give two examples each of:
conductors, insulators, semi-conductors. and semi-conductors. (i) conductors
and semi-conductors. - classify given materials into conductors, insulators, (ii) semi-conductors
and semi-conductors. (iii) insulators.
4.2.2 outline the methods of Methods of charging - demonstrate the various methods of charging Briefly describe how a
charging materials. materials – friction, contact, materials. conductor can be
induction, and conduction. charged positively by
induction.
4.2.3 describe the distribution Distribution of charges on - investigate the charge distribution on pear shaped
of charges on a pear- surfaces of conductors. and spherical conductors.
shaped and spherical
conductors.
4.2.4 explain the action of Action of charges at sharp - discuss the action of charges at sharp points.
charges at sharp points. points. - discuss the structure and functioning of lightning
conductors.
4.2.5 explain the concepts of Electric Field. - discuss electric field in terms of electric lines of
an electric field and force.
electric field intensity. Electric field intensity. - discuss the electric field intensity as
force per unit charge E = F/Q
17
ELECTROSTATICS 4.2.6 explain Coulomb‟s law Coulomb‟s law - discuss Coulomb‟s law. Calculate the force between
for point charges. - solve problems involving the use of Coulomb‟s two charges
law. 50µc and 10µc when
they are placed 50cm apart in
a vacuum.
-1 9 2 -2
(4π εo) = 9.0 x 10 Nm c
4.2.7 explain electric Electric potential. - discuss electric potential, potential difference and Find the electric potential at a
potential, potential electric potential energy. point which is 120cm from a
difference and electric Potential difference. charge of +200µC.
potential energy.
Electric potential energy.
4.2.8 deduce the relationship Electric field intensity. - deduce the relationship between potential Two positive charges
between the potential gradient and electric field intensity. +10µC and + 20µC are
gradient and the electric Potential gradient. separated by a distance of
field intensity. 3m in a vacuum. Find the
position where the electric
field intensity is zero
The electric field intensity

between two charged plates
3
is 1.5x10 N/C. The plates are
0.08m apart. What is the
potential difference between
the plates?
18
CAPACITORS 4.3.1 describe the structure and Capacitors - discuss the structure and operation of the
operation of capacitors.  structure capacitor. (The discussion should include types
 operation of capacitors based on the dielectric material
used).
4.3.2 explain capacitance. Capacitance - discuss capacitance in terms of the charge and Calculate the capacitance of
potential difference across it. parallel plate capacitor. If the
- discuss capacitance in terms of the area, area of overlapping plate is
(i) C  Q displacement between plates, and permittivity of
2
50cm , and the distance
V
the dielectric. between the plates is 5mm,
dielectric constant is 6.7.
εA -12 2 2
(ii) C  (εo=8.85x10 C /Nm )
d
4.3.3 describe the charging and Capacitor charging and - perform an experiment on charging and
discharging process of a discharging. discharging of a capacitor. Take measurement
capacitor. and draw:
(i) the current/time graph
(ii) voltage/time graph
- discuss wave forms of the charging and

discharging of capacitor.
- discuss time constant..
4.3.4 derive the formulae for the Arrangement of capacitors in - discuss the arrangement of capacitors in series, Three capacitors of
capacitance of the series series and parallel. and in parallel. capacitances 1µC, 2µC and
and parallel arrangements 3µC, are connected in series
of capacitors. and parallel. A 50V battery is
connected in turn across the
4.3.5 derive the expression for Energy stored in a charged - discuss energy stored in a charged capacitor. arrangement. Determine, for
energy stored in a charged capacitor. each arrangement,
capacitor. (a) the effective capacitance
(b) the charge on each
4.3.6 describe the behaviour of Behaviour of capacitor in a - discuss the behaviour in a capacitor in a d.c. capacitor.
a capacitor in d.c. and a.c. d.c. circuit. circuit.
circuits. Behaviour of capacitor in an - discuss the behaviour of a capacitor in a a.c.
a.c. circuit. circuit.
- discuss the uses of capacitors e.g. filtering,
timing devices, sequential and clock circuits,
digital measurement instrumentation.
19
SECTION 5
ATOMIC AND NUCLEAR PHYSICS
1. develop an understanding of the structure of the atom.

2. appreciate the structure of the nucleus.
3. be aware of the peaceful application of nuclear energy.
4. be aware of the importance of photoelectric effect.
MODELS OF THE 5.1.1 describe the Models of the atom: - discuss the various models of the atom, high- Describe Rutherford‟s alpha
ATOM AND ATOMIC models of the atom. Thompson‟s model. lighting on the limitations of each model. (The scattering experiment and
STRUCTURE Rutherford‟s model. discussion should include Rutherford‟s alpha explain the observations,
Bohr‟s model. scattering experiment). deductions and the conclusion.
Wave Mechanical model.
State Bohr‟s postulates for the
hydrogen atom.
5.1.2 explain the Energy quantization. - discuss the existence of energy levels in an Explain briefly what is
existence of atom. meant by
quantized energy Energy level diagrams. - discuss the transition of electrons between (I) ground state
levels in an atom. energy levels. (ii) first excited state
Line spectra. - draw energy level diagrams and use them to (iii) ionization energy.
determine energy changes between the
Ionization Potential and levels.
ionization energy. - discuss ground state, excited state, excitation What are the main
energy, ionization potential and ionization characteristics of line
Excited states and excitation energy. spectrum?
energy.
5.1.3 describe the types Types of atomic spectra(line, - discuss the various types of atomic spectra Explain briefly how line
of spectra and their band, continuous) and their uses. and their uses. spectra are used to identify elements.
uses.
20
SECTION 6
ELECTRONICS
1. appreciate the characteristics of the P-N junction diode and their applications in electronics .
2. understand the construction and characteristics of the bipolar and junction field-effect transistors and their applications.
3. recognise the various configurations of the operational amplifier and their applications.
4. appreciate the use of digital electronics in electronic switching.
ELECTRONIC 6.1.1 distinguish among Conductors, semi- - discuss and distinguish conductors, semi- a. What is a semi-
SEMI-CONDUCTOR conductors, semi- conductors and insulators. conductors and insulators. conductor?
P-N JUNCTION conductors and Energy bands. - discuss the band theory explanation for electrical b. Explain the mode of
DIODE insulators. conduction in conductors, semi-conductors and charge movement in a
insulators. (i) a semi-conductor
(ii) metallic conductor
6.1.2 distinguish between Intrinsic and extrinsic semi- - discuss the terms extrinsic, and intrinsic semi- Why does the
Intrinsic and extrinsic conductors: conductors. conductivity of an
semi-conductors and - discuss the production of P-type and N-type semi intrinsic semi-conductor
their productions. conductors. (The discussion should include increase as
doping, acceptor and donor atoms, majority and temperature increases?
minority charge carriers).
Explain the production of
P and N type semi-
conductors.
6.1.3 describe the formation P-N junction formation. - discuss the formation of a P-N junction.
and action of P-N Explain the following
junction diode. Forward and reverse bias of - discuss the characteristics of P-N junction diodes. terms as used in semi-
P-N junction diode. - discuss forward and reverse biasing of P-N conductors
junction diodes. (i) donor
current - voltage (I-V) - discuss the current – voltage characteristics of (ii) acceptor
characteristics. P-N junction diode. (iii) majority carriers
(iv) minority carriers.
21
ELECTRONICS 6.1.4 describe the types Types of P-N junction diodes: - discuss the types of diodes as listed in the content. In a bridge rectifier
SEMI-CONDUCTOR of P-N junction - Rectifier diodes - discuss the uses of the various types of P-N junction circuit containing 4
P-N JUNCTION diodes and their - Signal diodes diodes. diodes, one of the
DIODE uses. - Light emitting diodes diodes breaks down so
(LED) that an open circuit
- Zener diodes occurs at that point.
- Varactor diodes Describe and explain
- Photo diodes the shape of the output
wave form for a
sinusoidal a.c input
6.1.5 describe the half Rectification: half and full wave. - discuss the half wave and full wave rectification of a.c.
wave and full wave - discuss the reservoir capacitor in peak voltage
rectification of ac, Use of reservoir capacitor for development and storage.
and explain the peak d.c. voltage storage.
smoothing or filter
capacitor action.
6.1.6 describe voltage -d.c. voltage regulation. - discuss voltage regulation and use of reservoir
regulation, voltage capacitor.
multipliers and d.c. - d.c. voltage stabilization - discuss the use of zener diode in stabilized d.c.
voltage using reverse biased diode voltage supplies:
stabilization. (zener diode). - discuss voltage multiplication using junction diodes and
capacitors when arranged as doublers, triplers and
- voltage multipliers. quadruplers.
PROJECT:
- design and construct a 12V regulated power supply
using zener diode circuit, capable of delivering 10mA of
current to a resistive load.
Arrange seven (7) 2mm LEDS in series as your load.
Connect the power supply and confirm that your design
works.
NOTE: Assist students to acquire the following scientific

inquiry skills: making models, measuring, controlling
variables, collecting data, interpreting data,
communicating and drawing conclusions.
22
SECTION 1
1. appreciate the importance of taking accurate measurements of physical quantities and their applications in science and technology.
4. appreciate the various forms of energy and energy resources and the ways to harness the renewable sources of energy.
UNIT 1 The student will be able to: Let students: A rubber cord of a catapult
has a cross sectional area
2
DEFORMATION OF 1.1.1. explain that a force may Deformation: - discuss the effects of forces on shape and size of of 1.0 mm and total
MATTER produce a change in the Elastic deformation. substances. unstretched length of
size and shape of a Plastic deformation. - discuss elastic and plastic deformations. 10.0cm. It is stretched to
substance. 15cm and released to
project a missile of mass
5.0g rubber. Calculate the
1.1.2. perform experiment to Experiment to demonstrate - perform experiments to demonstrate the types of energy stored in the rubber
demonstrate the types types of forces: forces that produce deformation. cord.
of forces that produce Tensile, compressive, shear
deformation. and bulk force.
1.1.3. explain the behaviour of Hooke‟s law. Perform an experiment to determine the relationship Use the sketch of the
elastic materials under between load and extension. Take measurements. force – extension graph to
stress. Elastic limit. Plot a load-extension graph. Discuss the features of explain the following: elastic
the load-extension graph. limit, yield point proportional
Yield point. limit, plastic deformation,
NOTE: Assist students to acquire the following elastic deformation.
scientific inquiry skills: observing, measuring,
controlling variables, collecting data, interpreting
data, communicating and drawing conclusions.
23
DEFORMATION OF 1.1.1 explain the terms Young‟s modulus. - discuss stress, strain and Young‟s modulus
MATTER stress, strain and - describe an experiment to determine Young‟s
Young‟s modulus. modulus of a wire.
- appreciate the use of stress-strain graph in
analyzing and predicting the behaviour of
materials under stress.
1.1.2 compare bulk and shear Bulk and Shear moduli. - discuss bulk modulus and shear modulus
moduli.
1.1.3 deduce the strain Strain energy. - discuss and bring out the use the load-extension The velocity of a wire 2m
energy from a load graph to deduce the strain energy per unit long and cross-sectional
-5 2
extension graph. volume. area 10 m is stretched by
1mm by a force of 40N in
the elastic region.
Calculate
i. the strain
ii. Young‟s modulus
iii. the energy stored in the
wire.
UNIT 2
CIRCULAR MOTION, 1.2.1 explain angular Angular displacement, - discuss to bring out the definition of Define the following terms.
THE PLANETS AND displacement, angular angular velocity and angular angular displacement, angular velocity and i. angular displacement
GRAVITY velocity and angular acceleration. angular acceleration. ii. angular velocity
acceleration. - discuss the relationship between speed and iii. angular acceleration.
angular velocity .
Derive an expression for the
angular velocity of a body
moving at a constant speed
V in the circle of radius r.
- derive the expression for centripetal acceleration An object of mass 2.0kg

1.2.2 explain centripetal Centripetal force.
and relate it to centripetal force. moves in a circle of radius
force.
- discuss centrifugal force 10m with a constant speed
Centripetal acceleration. -1
of 6.0ms Calculate
- demonstrate centripetal and centrifugal forces.
i. the angular velocity
ii. centripetal force.
24
CIRCULAR MOTION, 1.2.3 explain the applications Application of circular motion - discuss circular motion and explain the listed Explain the uses of the
THE PLANETS AND of circular motion. i. banking of applications. (See list in Content) following.
GRAVITY roads i. banking of roads
ii. centrifuge ii. centrifuge.
iii. conical
pendulum
iv. negotiating a
bend
1.2.4 describe planetary Planetary motion - explain how the planets move around the sun. State Kepler‟s laws of
motion and state Kepler‟s laws of planetary - discuss Kepler‟s laws of planetary motion. planetary motion.
Kepler‟s laws of motion.
planetary motion.
1.2.5 explain gravitational Gravitational field. - discuss the gravitational field. a. Distinguish between
field and state Newton‟s Gravitational field strength - discuss Newton‟s universal law of gravitation universal gravitational
universal law of F - discuss the relationship between acceleration constant and
gravitation. g due to gravity(g) and universal gravitational acceleration due to
M
constant (G), and deduce the mass of the earth, gravity.
Newton‟s Universal law of Me b. Determine the
gravitation. - solve simple problems involving the gravitational acceleration due to
law. gravity at a height of
(Μ1Μ2) 1,200km.
FG 2 (Radius of the
r Earth = 6.4 x10 m
6
g(re ) 2  GM e Acceleration due to

gravity = 9.81msˉ²)
25
The student will be able to: Let students:

UNIT 2 (CONT’D)
CIRCULAR MOTION, 1.2.6 describe satellites and Natural and artificial - discuss to bring out the meaning of A body on the Earth surface is
THE PLANETS AND distinguish between Satellites. satellites. 500kg and is given a velocity such
GRAVITY artificial and natural - compare artificial and natural satellites. that it just leaves the Earth
satellites. Parking orbit, geostationary - discuss the period of revolution and the gravitational field. Find its velocity.
satellites and period of speed of a satellite. g=9.81msˉ²
6
revolution of a satellite. - outline the uses of artificial satellites. R=6.4 x 10 m.
1.2.7 explain gravitational Gravitational potential. - derive and discuss the gravitational potential. Define the following terms
potential and escape - discuss escape velocity. i. artificial satellites
velocity. GΜ - calculate the escape velocity of a rocket from ii. parking orbit
V the earth‟s gravitational field. iii. period of a satellite.
r
Escape Velocity.
Outline some uses of artificial
satellites.
v 2gre
26
ENERGY 1.3.1 list and describe the Forms of energy: - list and discuss different forms of energy.
various forms of - Potential Energy
energy. - Kinetic Energy - demonstrate that an object may have energy
due to its position or motion.
- solve simple problems using expressions for A ball of mass 4kg is pushed off the
potential energy and kinetic energy. edge of a table that is 2.0m above
the floor. Find the speed of the ball
as it strikes the floor.
-2
[take g=10ms ]
1.3.2 describe energy Conversion and - give examples of conversion of energy from State the law of conservation of
conversion conservation of energy. one form to another. energy. Give two examples to
and transformation. - discuss the conservation of mechanical illustrate your answer.
Law of conservation of energy.
Energy. - apply the principle of energy conservation to
solve simple problems.
1st law of thermodynamics. - discuss the law of conservation of energy.
- discuss 1st law of thermodynamics.
1.3.3 explain the concept of Work. - discuss the concept of work in terms of the What must the power output be of
work and power. product of force and distance moved in the an elevator motor that can lift a
direction of the force mass of 10000kg and give the
-1
- discuss how work done can be expressed as elevator a constant speed of 5ms
change in mechanical energy.
Power. - discuss the concept of power as work done
per time.
- establish that power is the product of force
and velocity.
27
ENERGY 1.3.4 describe the energy Renewable energy sources. - discuss the energy sources in the earth‟s What is meant by the following
sources in the earth‟s system. terms?
system. Non-Renewable Energy a. renewable energy
sources. - describe how electricity or other forms of b. biomass
energy may be obtained from the renewable c. solar energy
sources.
What are the main environmental
implications of using as an energy
PROJECTS: source
1.3.5 carry out simple Harnessing energy from 1. Design and construct a means to collect and
projects to harness renewable energy sources. store solar energy. Take appropriate i. fossil fuel
solar energy, biomass measurements. ii. nuclear fuel
and wind energy. iii. solar devices
2. Design and construct a means of harnessing iv. wind energy
wind energy. Measure the speed of the wind. v. hydroelectric power
vi. biomass.
3. Build a digester. Use waste agricultural products
to produce methane gas for use in cooking.
Propose how electricity can be generated from
the gas produced.
Write a report.

scientific inquiry skills: problem solving, designing
experiments, measuring, collecting data, controlling
variables, interpreting data, communicating and
drawing conclusions.
1.3.6 describe the effect of Global warming: -discuss the effect of the use of both renewable
the use of both Green house effect. and non-renewable sources of energy on the
renewable and non- environment and carbon cycle.
renewable sources of
energy on the Discuss green house effect and the role it plays in List the advantages and
environment and determining the earth‟s temperature. disadvantages of two primary
carbon cycle. energy sources which are
(a) non renewable
(b) renewable.
28
OSCILLATORY 1.4.1 describe oscillatory Oscillatory motion. - discuss oscillatory motion.

MOTION motion.
1.4.2 describe and illustrate Simple Harmonic Motion - define and describe simple harmonic motion a. Define simple harmonic motion,
simple harmonic (SHM) and give examples as listed in content. amplitude and frequency.
motion (SHM). - simple pendulum b. An object moving in simple
- loaded spiral spring harmonic motion has amplitude
- loaded test tube in a of 0.02m and frequency 40Hz.
water Calculate
- bifilar suspension i) The period of oscillation.
- cantilever ii) The acceleration at the middle
and the end of an oscillation.
iii) The velocities at the
corresponding positions.
1.4.3 investigate the Experiments on simple Perform experiments to determine the relationships
relationship between harmonic motion. between the period of oscillation and :
the period of i. Length of a simple pendulum
oscillation and; ii. Mass of a loaded spring
i. Length of a simple iii. Mass of a loaded cantilever
pendulum iv. Length of a bifilar suspension.
ii. Mass of a loaded Deduce the acceleration due to gravity from the
spring relationship between period and length of a simple
iii. Mass of a loaded pendulum.
cantilever
i. Length of a bifilar NOTE: observe students go through the skills of
suspension. measuring, controlling variable, collecting,
interpreting data, analyzing, communication, and
1.4.4 describe the velocity, Velocity, acceleration and - discuss the velocity, acceleration and energy of
acceleration and energy of simple harmonic a body exhibiting simple harmonic motion.
energy of a body motion a body exhibiting.
exhibiting simple
harmonic motion.
1.4.5 interpret graphical Graphical representation of - sketch graphs to illustrate simple harmonic
representation of simple harmonic motion. motion and establish the link between simple
simple harmonic y= asinωt. harmonic motion and uniform circular motion.
motion.
29
SECTION 2
THERMAL PHYSICS
1. understand the concept of heat, its relationship with temperature and its effects on substances.
2. appreciate the principles involved in the measurement of temperature.
3. recognise heat as a form of energy and how it can be measured and stored.
4. become aware of the various modes of heat transfer.
MEASUREMENT OF 2.1.1 explain the concept of Heat. - discuss heat as a form of energy.
HEAT ENERGY heat.
2.1.2 explain heat capacity Heat capacity. - define and discuss heat capacity and specific Distinguish between heat
and specific heat heat capacity. capacity and specific heat
capacity and describe Specific heat capacity - discuss Newton‟s law of cooling. capacity.
the methods for method of mixtures - use method of mixtures, cooling curve method
measuring them. Newton‟s law of cooling and electrical method to determine the specific A body of mass 2kg is heated
o o
cooling curve method heat capacities of solids and liquids. from 20 C to 30 C in 40s. Find
electrical method. the average power supplied.
- Perform experiments to determine the specific (Specific heat capacity of water
-1 -1
Experiment to determine heat capacities of liquids and solids using the is 4200JKg K ).
heat capacity and specific methods outlined above
heat capacity.
observing, measuring, problem solving, collecting
data, interpreting data, analyzing, communicating and
2.1.3 explain the concept of Latent heat and specific - discuss the concept of latent heat of fusion and Describe an experiment to
latent heat and specific latent heat (of fusion and vaporization. determine the specific latent of
latent heat. vaporization). - determine the specific latent heat of fusion and fusion of ice.
vaporization using,
i. method of mixtures
ii. electrical method.
30
UNIT 1(CONT’D) The student will be able to: Let students:
MEASUREMENT Perform an experiment to determine the latent heat of

OF HEAT ENERGY fusion of ice by the method of mixtures. Present a
report.
NOTE: assist students go through the skills of observing,

measuring, problem solving, interpreting data and drawing
conclusions.
2.1.4 explain the concept of Melting. - discuss melting. State the effects o pressure on
melting . - determine the melting point of naphthalene using the the melting point of a substance.
cooling curve method.
2.1.5 distinguish between Boiling. - perform experiments to determine the boiling points of List the similarities and
boiling and evaporation. liquids. differences between boiling and
Evaporation. - discuss evaporation and explain how evaporation evaporation.
affects the cooling of substances.
2.1.6 investigate the effect of Effect of insulation on Design and carry out an experiment to investigate the
insulation on the rate of the rate of cooling. effect of insulation on the rate of cooling.
cooling of water. Select suitable insulating material for each test.
Take appropriate measurements.
Produce graphs and draw appropriate conclusions.
NOTE: Assist students to acquire the following scientific

inquiry skills: designing experiments, observing,
measuring, collecting data, interpreting data, inferring,
UNIT 2
HEAT TRANSFER 2.2.1 explain the different Heat transfer - discuss conduction, convection and radiation of Explain the terms; conduction,
modes of heat transfer. heat. convection and radiation of
- conduction - demonstrate conduction of heat in a metal rod. heat.
- convection - demonstrate convection current in water or air.
- radiation - perform experiment to demonstrate radiation or
absorption of radiant energy.
31
HEAT TRANSFER 2.2.2 explain the principle Heat Pipes: Cooling and - discuss the construction and mode of operation Describe the mode of operation
underlining heat pipes evaporative heat transfer. of heat pipes utilizing cooling and evaporating of a heat pipe
and describe its heat transfer
applications. - discuss the applications of heat pipes. a. Explain the term thermal
conductivity
2.2.3 explain thermal Thermal conductivity. - discuss thermal conductivity. b. explain what is meant by
conductivity. - derive expressions for the rate of flow of heat temperature gradient.
through a thin parallel-sided slab, and a c. an ideally lagged copper
composite wall. rod 25cm long and thickness
- discuss the rate of flow of heat through lagged 1.2cm thick. has one free
o
and unlagged slabs. end maintained at 100 C
o
and the other end at 90 C.
2.2.4 describe a black body. Black body. - discuss black body using suitable illustration. Calculate i) the temperature
gradient
ii) the rate of flow of heat at
the steady state.
2.2.5 explain black body Black body radiation. - discuss black body radiation. Thermal conductivity of
-1 -1
radiation. copper=390Wm K
Stefan-Boltzmann‟s law. - discuss the variation of intensity of black body With the aid of a diagram,
radiation with wavelength at different describe a black body.
temperatures.
2.2.6 build a heat storage Heat storage device. Design and construct a heat storage device. a. Define thermal conductivity.
device. HINT. You may use any of the following materials. b. The rate of flow of heat
i. kaolin(a heat barrier material) through a parallel sided slab of
-2 2
ii. a glass plate or sheet of transparent plastic cross-sectional area 2.0X10 m
-1
iii. thermometer and length 0.15m is 400Js . At
iv. metal box with a lid the steady state, the temperature
v. pebbles from the sea shore difference between the two
o
vi. matt black paint (one tin). surfaces is 80 C. Calculate the
thermal conductivity of the slab.
Your objective is to harness heat energy and store it.
Identify the source of heat. Construct the storage
device. Through measurements, determine the
degradation of heat stored with time. Write a report.
NOTE: Assist students go through to the skills of

problem solving, applying concepts, observing,
measuring, collecting data, interpreting data,
32
SECTION 3
WAVES
1. develop an understanding that waves transmit energy as they travel through media or vacuum.
2. be aware of the properties and transmission of light in various media and their applications.
3. appreciate the principles underlying the production, transmission and applications of sound.
UNIT 1 Student will be able to: Let students:

- discuss the types of lenses and the focal length of
THIN LENSES AND 3.1.1 explain focal Types of lenses
Lenses.
OPTICAL INSTRUMENTS length and the
- discuss the power of a lens.
power of lenses Focal length and power of a
- discuss images formed by lenses.
and discuss the lens
- use ray diagrams to locate positions of mages
images formed
formed by converging and diverging lenses.
by lenses. Formation of images using
- use the lens and linear magnification
converging and diverging
formulae to solve simple problems.
lenses.
3.1.2 determine the focal Determination of the focal Perform experiments to determine the focal length of
length of a lens. length of a lens. a lens using:
i. Newton's formula method
ii. Lens formula method
iii. Displacement method
Write a report on each experiment.
NOTE: Assist students go through the skills of

conclusions.
3.1.3 explain visual angle Visual angle and angular - With sketches, discuss visual angle and angular
and angular magnification. magnification.
magnification.
33
THIN LENSES AND 3.1.4 explain the structure Optical Instruments: - observe and draw the structure of the various optical Compare the formation of
OPTICAL and operation of Simple camera, the human instruments and discuss their operations. image in the human eye and a
INSTRUMENTS optical instruments. eye, film projector, simple - compare the structure and function of the human camera.
and compound microscopes, eye and the camera.
terrestrial, astronomical and
Galilean telescopes, prism
binoculars.
3.1.5 explain defects of Defects of vision and their - discuss the defects of vision and their corrections. What are the defects of vision?
vision. corrections. With ray diagrams, show how
two of the defects can be
corrected.
3.1.6 describe the defects of Defect of lenses: Chromatic - discuss the defects of lenses and their corrections.
lenses and their aberration and Spherical
corrections. aberration.
PROJECT:
3.1.7 design and Construction of a compound Use two lenses of different focal lengths to construct
construct microscope and a telescope. either a compound microscope or a telescope.
a compound Investigate how to increase the field of view and how to
microscope or a minimize aberrations. Write a report.
telescope.
NOTE: Assist students go through the skills of making
models, measuring, inferring, communicating
UNIT 2
3.2.1 describe a wave Production of waves. - demonstrate wave motion by means of slinky Define the following terms
WAVE MOTION
motion and ropes and ripple tanks. i. amplitude
explain its Measurable properties:- - discuss the relationship between the ii. phase
measurable i. displacement measurable properties (as listed in content) iii. period
properties. ii. amplitude - illustrate crest and trough of a wave profile. iv. crest
iii. frequency
iv. phase The velocity of sound in air is
-1
v. wavelength 340ms .Calculate
vi. velocity (i) the wavelength when the
vii. phase difference frequency is 256Hz
vii. period (ii) the frequency when the
wavelength is 0.85m.
34
WAVE MOTION 3.2.2. classify waves. Classification of waves: - distinguish between transverse and Distinguish between
transverse longitudinal waves. progressive and
longitudinal - distinguish between stationary and stationary waves;
stationary progressive waves.
progressive - distinguish between electromagnetic and
electromagnetic mechanical waves.
mechanical
3.2.3 describe seismic Seismic waves - discuss the causes of seismic waves.
waves and explain - body waves (P-type and S- - discuss the different types of seismic waves.
how they are type) - discuss the use of the seismograph to detect
detected. - surface waves seismic waves.
3.2.4 represent waves Wave profiles (Graphical - Plot graphs of :
graphically. representation of waves) i) displacement against time
ii) displacement against- distance of a wave motion.
3.2.5 compare Progressive and stationary - discuss and demonstrate

progressive and waves progressive and stationary waves The equation y = rsin
stationary waves. and compare the two. (ωt – kx)
represent a wave
travelling in a medium
3.2.6 derive the Progressive wave equation: - discuss the progressive wave equation. along a given direction r
progressive wave
 2Πx  being the amplitude and
equation and y  Asin ωt   y the displacement at
stationary wave    time t.
equation. Stationary wave equation i. Is that wave travelling
in the positive or
2Π 2Π - discuss the formula for stationary wave.
y  2Asin cos negative x direction?
t  6
ii. If r = 1.0 x 10 m,
2 1
w = 6.6 x 10 rads
3.2.7 explain the Properties of waves: - use the ripple tank to demonstrate the properties of waves. k = 20 per metre.
properties of waves Reflection, refraction, - discuss the following: Calculate the velocity of
and the principle of diffraction, interference and i. reflection and refraction of waves. the wave
superposition Polarization ii. discuss the diffraction of waves. iii. what is the
iii. discuss the principle of interference of waves. displacement when x =
Coherence iv. discuss polarization of waves and its application in polaroids. 0 and t = 10s
v. discuss the term coherence.
Superposition of waves vi. discuss the principle of superposition of wave.
35
WAVE MOTION 3.2.8 describe the main Electromagnetic waves: - discuss electromagnetic wave and electromagnetic List in order of increasing
features and uses i. Gamma rays spectrum. frequency the kinds of
of electromagnetic ii. X-ray - build a chart showing the orders of the magnitude of waves that make up the
spectrum. iii. Ultra violet wavelengths of the principal radiations from radio waves electromagnetic spectrum.
iv. Visible to gamma rays. Name one use for each.
v. Infrared - describe the various uses of electromagnetic waves.
vi. Microwave Explain how radio waves
vii. Radio waves are used to find the speed
of a moving object.
3.2.9 investigate the use Uses of microwave energy as Demonstrate how to use microwave energy to perform the
of microwave a remote switch. function of a switch. Construct the circuit. State the
energy. necessary precautions. Draw conclusions from the
experiments. Present a report.
NOTE: Assist students go through the skills of designing

experiments, observing, applying concepts, inferring,
communicating, and drawing conclusions.
UNIT 3
SOUND 3.3.1 describe the Production, nature and - demonstrate the production of sound by different vibrating Describe an experiment to
production and transmission of sound. sources. show that sound needs a
nature of sound by - discuss the longitudinal nature of sound. material medium for its
vibrating sources. - experiment to establish that sound travels through transmission.
material medium.
- discuss the reflection and the refraction of sound.
(The discussion should include the uses of echo).
- discuss the frequency ranges of infrasonic, audible and

3.3.2 describe the -infra sonic, audio sonic ultrasonic sound waves and their uses.
frequency ranges of (audible) and ultrasonic.
sound.
36
SOUND
3.3.3 investigate the use of Use of ultrasound. PROJECT:
ultrasound as a Use an ultrasonic transmitter and its matched receiver
distance measuring to design a distance-measuring device. Build the circuit
device. (device). Investigate how the principle may be used to
. aid the movement of a visually impaired person. Write a
report detailing how you surmounted problems and
challenges. Present graphs as part of your analyses.

scientific inquiry skills: designing experiments,
measuring, problem solving, collecting data, interpreting
data, communicating and drawing conclusions.
3.3.4 demonstrate the modes Vibration in strings - discuss .forced vibration, harmonics and overtones. A wire whose mass per unit
-3 -1
of vibrations in a - discuss to bring out the vibration of strings in violin, length is 10 kg m is
stretched string. Experiment to show the guitar, piano, and harp. stretched by a load of 4kg over
dependence of frequency - use the sonometer box to demonstrate the the two bridges of a sonometer
on length, tension and dependence of frequency on length, tension and 1m apart. If it is plucked at the
linear density. linear density. midpoint determine the wave-
length of its fundamental
perform an experiment to show the dependence of vibration. g=10msˉ²
frequency on the length of the vibrating string on a
sonometer box. Present a report on your work.

scientific inquiry skills: observing, measuring controlling
variables, collecting data interpreting data,
3.3.5 demonstrate the modes Vibration of air in open - demonstrate types of sound given by open and closed
of vibration in pipes and and closed pipes. pipes.
explain end correction - discuss end correction.
and resonance. Resonance. - discuss resonance.
End correction. Perform an experiment using a resonance tube to

measure the speed of sound in air. Present a report on
your work.
conclusions.
37
SOUND 3.3.6 outline the Music and noise. - discuss the differences between music and noise.
characteristics of - discuss the characteristics of a musical note.
musical notes. Pitch, loudness and quality
(Timbre).
3.3.7 explain the concept of Doppler effect. - discuss Doppler effect. Explain what is meant by
Doppler effect. - use whistle, moving car or siren to demonstrate Doppler effect.
Doppler effect.
3.3.8 describe beats and Beats. - discuss beats. Two tuning forks A and B are
explain its production - use two tuning forks of nearly equal frequency to sounded together producing
and applications. demonstrate beats. beats with a frequency of
- use beats to tune musical Instruments. 10Hz. If a small piece of
plasticine is fixed to fork B, the
beat frequency decreases. If
fork A has a frequency of
300Hz, what is the original
frequency of B?
38
SECTION 4
1. be awareê that electrical charges can be stored in electrostatic field.

2. understand the laws governing direct current circuits and their applications.
3. appreciate the nature and properties of magnets and their applications.
4. appreciate the effects of electromagnetic fields on conductors and current-carrying conductors.
MAGNETS 2.1.5 distinguish among a Magnet, magnetic and non - discuss magnets, magnetic and non-magnetic Outline the differences among
magnet, magnetic magnetic materials. materials. magnetic and non-magnetic
and non-magnetic materials.
materials. - discuss the properties of magnets.
2.1.6 describe magnetic Magnetic field. - discuss to bring out the meaning of magnetic field
field. (The discussion should include magnetic flux and
magnetic flux density).
- plot a magnetic field using a permanent magnet
and a compass or iron filings.
2.1.7 outline the processes Magnetization. perform experiments to make magnets by the Describe how you would
involved in following methods. magnetize a steel bar by
magnetization and Demagnetization. i. single touch electrical method.
demagnetization. ii. double touch
i. electrical.
- discuss demagnetization methods.
39
UNIT 1(CONT’D) The student will be able to: Let students:
MAGNETS 2.1.8 investigate the factors Strength of magnets. Perform activities to investigate the effects of current,
that affect the strength of number of turns of coil and the dimensions of a steel bar on
a magnet produced by the strength of magnets produced by electrical method.
electrical method. Indicate the application of the findings. Write a report.
NOTE: Assist students go through the skills of observing,

controlling variables, interpreting data, inferring,
4.1.5 explain the concept of Magnetic domains. - discuss magnetic domains Describe the effects of
magnetic domains. - discuss relative permeability temperature on
Permeability. - discuss ferromagnetic, paramagnetic and diamagnetic ferromagnetic,
materials and the effect of temperature on such materials. paramagnetic and
Paramagnetic, diamagnetic materials.
ferromagnetic and
diamagnetic materials.
4.1.6 explain hysteresis. Hysteresis. - discuss hysteresis and hysteresis loop. Explain the terms
- discuss saturation, coercivity and retentivity of hysteresis, coercivity and
Hysteresis loop. ferromagnetic materials. retentivity of
ferromagnetic materials.
Saturation.
Coercivity.
Retentivity (remanence).
4.1.7 describe the uses of Uses of magnets and - discuss the use of magnets and ferromagnetic materials.
magnets and ferromagnetic materials.
ferromagnetic
materials.
40
ELECTRO- 4.2.1 explain the concept of Magnetic field created by - discuss the concept of electromagnetic field. With a well labeled
MAGNETISM electromagnetic field. electric current. diagram describe a
- use compass or iron filings to demonstrate magnetic field magnetic field pattern
lines of force around: created by a current
i. a straight wire carrying a current. through
ii. a narrow circular coil carrying a current. i) a straight conductor
iii. a solenoid carrying a current. ii) narrow circular coil.
4.2.2 list and explain the factors Force on a current-carrying - demonstrate the force exerted on a current-carrying
that affect the magnetic conductor in a magnetic conductor in a magnetic field.
force on current-carrying field. - discuss Fleming‟s left hand rule.
conductor in a uniform - discuss the factors that affect the magnitude of the
magnetic field. F  BIL Sinθ magnetic force on a current-carrying conductor in a
magnetic field.
Fleming‟s Left Hand Rule.
4.2.3 explain the forces set - demonstrate the repulsive and attractive forces A straight conductor of
Forces set up between
up between parallel between parallel current-carrying conductors in a length 0.5m is placed in a
conductors carrying
current-carrying magnetic field. magnetic field of flux
current in a magnetic field.
conductors in a density 4 tesla and
uniform magnetic field. carrying a current of 2A.
Determine the force
exerted if the wire is
o
- derive the torque formula on a rectangular coil placed in i) at an angle of 30 to the
4.2.4 describe the torque Torque on rectangular
a uniform magnetic field. field
produced by a current- current-carrying coil in a
ii) parallel to the field.
carrying rectangular coil magnetic field.
in a uniform magnetic
field. = BAINcos
41
ELECTRO- 4.2.5 describe the structure Electric motor. - draw and discuss the operation of electric motor. A beam of electrons
6 -1
MAGNETISM and action of electric - design and construct an electric motor and travels at 3.0X10 ms
motion and moving coil Moving coil galvanometer. demonstrate how it works. through a uniform
galvanometer. - draw and discuss the principle of a moving coil magnetic field of
-2
galvanometer. 4.0X10 T. Calculate
- discuss the factors that affect the current sensitivity of the magnitude of force
the galvanometer. acting on each electron
- discuss how a galvanometer can be adapted as if the beam is at right
(i) an ammeter angle to the magnetic
(ii) a voltmeter field.
4.2.6 describe the force Force on a charged particle - discuss the effect of the force on a charged particle
exerted on a charged in a magnetic field. moving in a magnetic field.
particle moving in F=Bqrsin. - discuss the effect of force on a moving charged
electric and magnetic particle in an electric field.
fields, and their Force on a moving charged - discuss crossed field.
applications. particle in an electric field. - discuss the effect of force on a moving charged
F=qE. particle in a crossed field.
- discuss the force on moving charged particle in
Force on a moving charged electric and magnetic fields, such as in T.V, mass
particle in a crossed field spectrometer, cathode ray tube, cathode ray
(Lorentz force). oscilloscope.
4.2.7 describe Electromagnetic switches - discuss the construction and application of relays.
electromagnetic (the relay).
switches.
4.2.9 investigate the use of a Use of a relay. PROJECT:

relay to switch on a Design and construct a relay to switch on a light or motor. Make
motor or fan or light. the relay switch these loads :
i. separately
ii. both at the same time. Investigate to learn how to energize the
relay. Draw and construct the circuit and make it work. Write a
report.
NOTE: observe students go through the skills of applying

concepts, problem solving, inferring, communicating and drawing
conclusions.
42
SECTION 5
1. understand the structure of the atom.

2. recognise the structure of the nucleus.
3. be aware of the peaceful uses of nuclear energy.
4. be aware of the importance of photoelectric effect.
PHOTOELECTRIC 5.1.1 explain photoelectric Photoelectric effect. - discuss photoelectric effect. What is photoelectric
EFFECT AND WAVE- effect. effect?
PARTICLE DUALITY
5.1.2 outline Einstein‟s Quantum theory explanation of - discuss Einstein‟ s quantum theory explanation of Outline Einstein‟s
quantum theory Photoelectric effect. photoelectric effect. (Discussion should include the quantum theory
explanation of particle nature of light). explanation of
photoelectric effect. Einstein‟s photoelectric photoelectric effect
equation.
Threshold frequency. - discuss Einstein‟s photoelectric equation. (Discussion A photo-emissive

should include explanation of work function, threshold surface has a work
Threshold wavelength. frequency and threshold wavelength). function of
-16
1.33X10 ev.
Work function. Calculate threshold
frequency
-19
1ev= 1.6X10 J
Planck‟s constant
-34
h=6.6X10 Js
5.1.3 state and explain the Laws of photoelectric effect. - discuss the laws of photoelectric effect.
laws of photoelectric
effect.
5.1.4 describe applications Applications of photoelectric - discuss the applications of photoelectric effect in TV,
of photoelectric effect. camera, etc.
effect.
43
PHOTOELECTRIC 5.1.5 use P-N junction devices Harnessing solar energy Use glass encapsulated silicon diode or LED as
EFFECT AND WAVE- to harness solar energy. using P-N junction devices. photo-detector. Design a circuit using the photo-
PARTICLE DUALITY detector to utilize solar energy to produce electricity.
Explain how the electrical energy generated can be
stored and how the output voltage can be increased.
Indicate the limitations. Present a report.

designing experiments, observing, measuring,
applying concepts, inferring, communicating and
5.1.6 explain the wave-particle Wave-particle paradox. - discuss the dual nature of light. a. What is meant by
duality. wave particle
De Broglie‟s hypothesis. - discuss the dual nature of matter (with examples duality of matter?
like electron diffraction,
b. Mention one physical
Electron diffraction. - discuss De Broglie‟s hypothesis. phenomena, in
each case, that can
be explained in
terms of the wave
nature and the
particle nature.
44
THERMIONIC 5.2.1 explain thermionic emission Thermionic emission. - discuss thermionic emission. Describe the
EMISSION, CATHODE and describe its applications. - discuss the construction and mode of operation of construction and mode
RAYS AND X-RAYS Thermionic diodes. thermionic diodes. of operation of a
- discuss some applications of thermionic emission. thermionic diode.
5.2.2 describe the nature, Cathode rays. - discuss cathode rays. Describe the
production and uses of - discuss the production of cathode rays. production of cathode
cathode rays. - discuss some uses of cathode rays, such as in T.V. rays.
5.2.3 describe the nature and Nature of x-rays. - discuss the nature of x-rays. Describe the
production of x-rays. - discuss the production of x-rays from an x-ray tube. production of x-rays
Production of x-rays. from an x-ray tube.
5.2.4 outline the properties, types Properties of x-rays. - discuss the properties of x-rays. Explain the
and characteristics of x-rays. - discuss the types of x-rays. following terms with
Types of x-rays (soft and - discuss the variation of intensity of x-rays against respect to x-rays;
hard). the wavelength and its special features. i. intensity
ii. hardness
Characteristics of x-rays. iii. quality
.
Line spectrum.
Continuous spectrum.
5.2.5 explain the uses and hazards Uses of x-rays in: - discuss the uses of x-rays. State four hazards of x-
of x-rays. medicine - discuss the hazards of x-rays and safety measures rays.
agriculture available.
industry
Hazards of x-rays.
45
SECTION 6
ELECTRONICS
1. appreciate the characteristics of the P-N junction diode and their applications in electronics .
2. understand the construction and characteristics of the bipolar and junction field-effect transistors and their applications.
3. recognise the various configurations of the operational amplifier and their applications.
BIPOLAR JUNCTION 6.1.1 describe the The bipolar junction transistor as - discuss the construction of N-P-N and P-N-P type Describe the mode
TRANSISTOR (BJT) construction and action N-P-N and transistors. of operation of an
AND JUNCTION FIELD of the bipolar junction P-N-P types. - identify the parts and symbols of a transistor. N-P-N transistor as
EFFECT TRANSISTOR transistor. - discuss various currents flowing in the transistor an amplifier
(JFET) when it is in conduction.
6.1.2 describe transistor Transistor biasing. - discuss transistor biasing.

biasing.
6.1.3 outline the Transistor characteristics with - discuss N-P-N transistor characteristics.
characteristics of an reference to;
N-P-N transistor as a - common base (C-B) - discuss load line selection, quiescent point
small signal amplifier. - common collector (C-C) determination and stability, input resistance, output
- common emitter (C-E) resistance, voltage gain and current gain in
arrangements. C-B, C-C and C-E configurations.
- discuss N-P-N transistor as an amplifier.
PROJECT:
Design and construct a common -emitter
N-P-N transistor amplifier. Select biasing resistors, two
coupling capacitors and a decoupling capacitor.
Measure input and output voltages.
Select suitable load for the amplifier.
Determine the voltage gain.
Write a report on your work.
46
TRANSISTOR (BJT) NOTE: assist students to acquire the skills of designing

AND JUNCTION FIELD circuits, making models, measuring, collecting data,
EFFECT TRANSISTOR interpreting data, communicating and drawing
(JFET) conclusions.
6.1.4 describe the N-P-N Transistor with feed back. - discuss small signal amplification with feedback. Describe the BJT
Transistor. P-N junctions in an
Transistor as a voltage controlled - discuss the N-P-N transistor as a voltage amplifier mode.
switch. dependent switch. Describe the JFET
P-N junctions in
amplifier mode.
Compare their
characteristic.
6.1.5 describe the junction Junction field effect transistor - discuss the JFET and its characteristics.
field effect transistor (JFET) and its characteristics
(JFET) and its use as a - discuss the JFET amplifier biasing.
small signal amplifier. Small signal amplifier.
(Note the differences between BJT and JFET P-N
junction constructions).
47
SECTION 1
1. appreciate the importance of taking accurate measurements of physical quantities and their applications in science and technology.
4. be aware of the various forms of energy and energy resources and the ways to harness the renewable sources of energy.
ROTATIONAL MOTION - discuss rotational motion.

1.1.1 describe rotational Rotational motion.
OF SOLID OBJECTS - discuss angular (rotational) velocity and angular
motion.
(rotational) acceleration.
- Angular(rotational) - discuss how rotational motion is related to linear
velocity. motion.
- Angular (rotational)
acceleration.
1.1.2 explain moment of Moment of inertia - discuss moment of inertia.

inertia (rotational (rotational inertia). Explain what is meant by
- discuss expressions of moment of inertia for
inertia). moment of inertia.
several objects rotating about an axis such as rod,
uniform disc or cylinder, ring, uniform solid sphere.
- discuss torque.
1.1.3 explain torque and Torque. A uniform disc with a mass of
- discuss angular momentum.
angular momentum. 5kg and radius 0.3m is rotating
- discuss the conservation of angular momentum.
Angular momentum. with angular velocity of
-1
15rads .
What is the angular
momentum of the disc?
2
(Idisc=½mr ).
48
SECTION 2
THERMAL PHYSICS
1. understand the concept of heat, its relationship with temperature and effects on substances.
2. be aware of the principles involved in the measurement of temperature.
3. appreciate heat as a form of energy and how it can be measured and stored.
4. appreciate the various modes of heat transfer.
GASES 2.1.1 outline the Kinetic theory of gases. - discuss the assumptions of the State four
assumptions of the kinetic theory of gases. assumptions of the
kinetic theory of kinetic theory of
gases. gases and derive
the pressure
formula.
2.1.2 outline the gas laws Gas Laws: Boyle‟s law, Charles‟ - discuss the gas laws. State the following
and use the kinetic law and Pressure law, - perform experiments to verity the gas laws. gas laws
theory to explain i. Boyle‟s law
them. Equation of state for ideal gases:- - discuss the equation of state for ideal gases. ii. Charles‟ law
PV  nRT iii. Pressure law.
- use the deduced equation to solve simple
problems.
2.1.3 derive the Van der Van der Waal‟s equation. - discuss the derivation of ideal gas equation and
Waal‟s equation for bring out the limitations of the ideal gas.
 a 
real gases.  Ρ  v  b   RT
 v2 
49
GASES 2.1.4 use the kinetic Pressure of gases: - derive the pressure formula.
theory to 1 - discuss most probable velocity, mean velocity and
derive the pressure P  ρC 2 root mean square velocity.
formula. 3
2.1.5 establish a relation Kinetic energy and temperature. - discuss the relationship between temperature of an Calculate the
between the 1 3 ideal gas and its molecular kinetic energy. kinetic energy of 4g
temperature of an K.E   mc2  KT 0
of oxygen at 0 C.
ideal gas and its 2 2
Molecular mass=32
molecular kinetic Avogadro constant
energy. 1 3 R -23 -1
mc2  T =6.02X10 mol
2 2 NA Boltzmann‟s
Constant
-23 -1
= 1.38X10 JK
50
SECTION 3
WAVES
1. understand the principles associated with the production of laser.

2. appreciate the application of lasers and holography.
3. be aware of the properties and transmission of light in various media and their applications.
INTRODUCTION TO 3.1.1 explain what is meant The laser. - discuss what is meant by laser. Explain the term
LASER by laser. laser.
3.1.2 describe the Principles of laser production. - discuss the principles involved in the production of Outline the
principles involved in laser. principles involved
the production of in the production
laser. of lasers.
3.1.3 describe the types of Types of lasers. - discuss the types of lasers.
lasers.
3.1.4 outline the Applications of lasers. - discuss the applications of lasers in industry, Describe three
applications of lasers. scientific research, communication, medicine, applications of
military technology. lasers.
3.1.5 describe laser safety. Laser safety. - discuss the dangers involved in the use of lasers.
- discuss safety measures to be taken when using
lasers.
3.1.6 describe holography. Holography. - discuss how holograms are created using laser
beam.
- discuss some applications of holography.
51
SECTION 4
1. understand the concept of electromagnetic induction

2. appreciate that electrical charges can be stored in electrostatic field.
3. appreciate the principles of operation dynamo, generators, inductors and transformers.
ELECTRO- 4.1.1 explain the concept Electromagnetic induction. - discuss and demonstrate electromagnetic induction.
MAGNETIC of electromagnetic
INDUCTION induction.
4.1.2 state the laws of Laws of electromagnetic induction - discuss the laws of electromagnetic induction. a. State the laws of
electromagnetic - Faraday‟s law - perform experiments to verify the laws of electromagnetic
induction and - Lenz law electromagnetic induction. induction.
describe the factors - discuss the factors affecting the magnitude of the b. Describe an
affecting the Factors affecting the magnitude of induced e.m.f. experiment to
magnitude of the the induced e.m.f. - discuss the direction of the induced current using demonstrate
induced e.m.f Fleming‟s Right Hand Rule. electromagnetic
Fleming‟s Right Hand Rule. induction.
4.1.3 describe the Dynamo. - dismantle, draw and discuss the operations of a A narrow coil of 20
principles of bicycle dynamo. turns and area
-2 2
operation of a Generator. - discuss the operations of a simple a.c. generator. 8x10 m is placed
dynamo and a - discuss the modification of an a.c. generator into d.c. in a uniform
generator. generator. magnetic field of
-2
flux density 2x10
tesla so that the
5.1.7 investigate the Maintaining constant brightness of flux links normally.
ways of ensuring bicycle light. PROJECT: Calculate the
constant bicycle Design, build and test a unit for maintaining maximum average induced
dynamo output at brightness of the bicycle lights driven by a bicycle e.m.f. in the coil if it
both low and high dynamo. Indicate any applications of such a unit. Write a is removed
speeds. report. completely from the
field.
52
ELECTRO- 4.1.5 describe the structure Inductor. - discuss the structure of an inductor. Explain the term self
MAGNETIC INDUCTION of an inductor and - discuss and illustrate self inductance and mutual inductance.
explain its behaviour Self Inductance. inductance.
in d.c and a.c circuits. - discuss the behaviour of the inductor in d.c circuit.
Mutual inductance. - discuss the behaviour of the inductor in a.c circuit.
- discuss time constant for inductor-resistor circuit.
Time constant for L-R circuit.
4.1.6 demonstrate to show Energy stored in an inductor. - discuss the energy stored in an inductor.
that energy is stored 1 - solve problems involving energy stored in an inductor.
E  LI 2
in an inductor. 2
4.1.7 describe Eddy Eddy current. - discuss Eddy current.

current. - discuss how to minimize Eddy current.
- discuss the applications of Eddy current in induction
furnace, speedometer and in damping
galvanometers.
4.1.8 describe the structure, The transformer. - discuss the structure, uses and mode of operation of Describe the factors
use and the principle a transformer. that reduce the
of operation of a Power transmission. - discuss the principle of operation of a transformer. efficiency of a
transformer. - discuss the factors that affect the efficiency of a transformer and how
transformer and ways of minimizing them. Discuss they can be minimized.
why high voltage is transmitted over pylons over long
distances.
53
ALTERNATING 4.2.1 describe the Alternating current , - discuss alternating current.

CURRENT (A.C) behavior of I  I ο Sin ωt - explain the terms: A current of 2mA flows
THEORY alternating current. i. Peak current Io through a pure
ii. Peak voltage Vo resistance of 4000Ω.
Alternating voltage,
Root mean square value of alternating current Calculate the alternating
V  Vο Sin ωt
iii.
Irms. voltage across the
iv. Root mean square value of alternating voltage resistor.
Vrms.
4.2.2 explain the a.c a.c series connected circuit: - use sketched graphs to explain the a.c. behaviour in; A p.d of 240V is
series connected R-C, R-L, R-L-C series circuits i. capacitors established across a
circuit. ii. inductors capacitor of 0.04µF. If
iii. resistors the frequency is 50Hz,
and determine the relationship between voltage and calculate the current
current. flowing.
Impedance - derive the formula for the impedance using vector
or phasor diagrams.
Reactance - discuss the conditions for resonance in a.c An alternating voltage of
circuits. 40V and frequency
- discuss the application of resonance in selecting a 50Hz is applied to a
particular frequency in radio reception and pure inductive coil of 5H
transmission. in series with a
4.2.3 explain the a.c power resistance of 500Ω.
importance of power P  IV Cosθ - discuss power factor. Determine the
in a.c circuits. magnitude of the
i. current
ii. phase angle
between the
applied voltage and
the current across
the coil.
54
SECTION 5
1. understand the structure of the nucleus.

2. understand radioactivity and nuclear instability.
3. appreciate the relationship between mass and energy.

THE NUCLEUS AND
NUCLEAR ENERGY 5.1.1 describe the Structure of the nucleus - discuss to bring out the structure of the nucleus. Define the following
structure of the - discuss atomic number (Z), mass number (A), terms and give their
nucleus. nucleons, nuclides and isotopes. notations:
i. and proton number
ii. nucleons
iii. isotopes
iv. nuclides
5.1.2 explain radioactivity Radioactivity; types(Natural and - discuss the existence of radioactive emissions, (alpha In a tabular form
and distinguish artificial) and differences. particle, beta particles and gamma rays), their compare the properties
between natural . properties and uses. of radioactive particles
and artificial under the following
radioactivity. headings:
 charge
5.1.3 discuss the Radioactive radiation detection. - use G-M counter and photographic plates to detect  mass
methods of radiations.  absorption power
detecting  ionization power
radiations.  penetration power.
5.1.4 explain nuclear Radioactive decay, half-life and - use nuclear equations to represent simple nuclear
instability. decay constant. decay schemes.
- discuss half-life
5.1.5 explain the Einstein‟s energy equation - discuss the relationship between mass and energy.
relationship E  mc 2 - discuss binding energy and the significance of binding
between mass and energy per nucleon.
Binding energy and binding
energy.
energy per nucleon.
55
SECTION 6
ELECTRONICS
1. appreciate the various configurations of the operational amplifier and their applications.

OPERATIONAL 6.1.1 describe the Operational amplifier. - discuss the operational amplifier. a. Describe the
AMPLIFIERS operational operational
AND THEIR amplifier. amplifier.
APPLICATIONS
6.1.2 describe the Applications of operational - discuss the operational amplifier in inverting as well as non- b. Draw the symbol
applications of amplifier in inverting and non- inverting modes. for operational
operational inverting modes. - discuss the operational amplifier in implementation of amplifier.
amplifier in an mathematical operations.
inverting and non- PROJECT:
inverting modes. Construct an inverting operational amplifier having a gain of 100.
UNIT 2
DIGITAL 6.2.1 describe the use of Transistor-transistor logic - discuss the characteristics of logic gates.
ELECTRONICS basic transistor- gates: - draw up the truth tables for each gate.
transistor logic AND gate - describe the timing diagrams for each gate.
gates in contact NAND gate
less electronic OR gate
switching. NOR gate
NOT gate
6.2.2 explain sequential Sequential and Combinational - discuss how to combine several logic gates to perform
and combinational logic. desired functions.
logic. PROJECT:
6.2.3 design and Alarm circuit and Electronic Design an alarm circuit and electronic switch.
construct an alarm switching. NOTE: You may combine logic gates in your system design for:
circuit or multiple i. a fire alarm when there is smoke or it is too hot.
switching system. ii. an electronic switch which puts on a fan only when a light is
switched on and two windows are closed. Satisfy the stated
conditions for each system. Identify the limitations in your
design and propose how this may be eliminated. Write a
Report.
56

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M I N I S T R Y O F E D U C AT I O N , S C I E N C E A N D S P O R T S

TEACHING SYLLABUS FOR PHYSICS

Enquiries and comments on this syllabus should be addressed to:

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

SECTION ONE: MOTION, FORCES AND ENERGY

SECTION TWO: THERMAL PHYSICS

SECTION THREE: WAVES

SECTION FOUR: ELECTRIC AND MAGNETIC FIELD

SECTION FIVE: ATOMIC AND NUCLEAR PHYSICS

SECTION SIX: ELECTRONICS

STRUCTURE OF THE PHYSICS SYLLABUS

YEAR TWO YEAR THREE YEAR FOUR

Section 2 : Thermal Physics (Pg 7-8)

Section 3 : Waves (pg 9-13)

Section 6: Electronics(pg 21-22) Section 6: Electronics(pg 57)

PERIOD ALLOCATION PER WEEK

YEAR PRACTICALS THEORY TOTAL

SUGGESTIONS FOR TEACHING THE SYLLABUS

New concepts in the design and use of the syllabus

Sections and Units:

DEFINITION OF PROFILE DIMENSIONS

Knowledge and Comprehension 30%

Knowledge and Comprehension (KC)

Knowledge The ability to:

learned and constitutes the lowest level of learning.

Application of Knowledge (AK)

Application The ability to:

Analysis The ability to:

Synthesis The ability to:

Evaluation The ability to:

1. Make observation, raise questions and formulate hypothesis.

SIS 1 Make observation, raise questions and formulate hypothesis.

SIS 2 Design and conduct investigations.

SIS 3 Analyze and interpret results of scientific investigations.

PAPER 2 : (110 marks)

PAPER 3 (50 marks)

DISTRIBUTION OF EXAMINATION PAPER WEIGHTS AND MARKS

Knowledge and Comprehension - 10 40 20 70 30

Scientific Inquiry Skills 50 - - 20 70 30

Total Marks 50 50 60 68 230 -

% Contribution of Papers 22 48 30 - 100

Grade A: 80 - 100% - Excellent

3. Class Tests: These will essentially consist of written assignments.

These will involve the following:

A report must be written for each project undertaken.

MOTION, FORCES AND ENERGY

General Objective: The student will

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Let students:

UNIT 1 The student will be able to: Let students:

UNIT 2 The student will be able to: Let students:

NOTE: observe students go through the skills of observing,

UNIT 3 The student will be able to: Let students:

UNIT 4 The student will be able to: Let students:

UNIT 4 (CONT’D) The student will be able to: Let students:

a. State the principle of

General Objectives: The student will

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

UNIT 1 (COND’T) The students will be able to: Let students:

Explain the anomalous

a. Define linear expansivity.

General Objectives: The student will

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION